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Smortman© Manual 



COLUMBIAN ED1TI€ 



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COMPLETE 

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Shorthand Manual 

JFor ^>elMmstructton 

AND 

FOR USE IN COLLEGES. 



Columbian Edition. 

REVISED, ENLARGED, AND ENTIRELY REWRITTEN 



*■*" 



By ALFRED DAY, 



AUTHOR OF "AID TO GRAHAM," <! SHORTHAND COPYBOOK," "COMPLETE SHORT- 
HAND MANUAL," "SHORTHAND TEACHER," "METHOD OP LEARNING THE 
WORD-SIGNS," ETC. J PRINCIPAL OF THE CLEVELAND SHORTHAND 
COLLEGE. TEACHER AND REPORTER OF TWENTY- 
EIGHT YEARS' EXPER 




CLEVELAND, OHK 

PUBLISHED BY 

THE BURROWS BROTHERS COMPANY. 
1897. 



"5 k> 

\yvt 



Copyright, 1893, 
By The Burrows Brothers Company 






^Enttfersttg ^ress: 
John Wilson and Son, Cambridge, U. S. A. 



o 



£ 



PREFACE TO THE COLUMBIAN EDITION. 



It is with pleasure we present to the public the 
Columbian edition of the Complete Shorthand Man- 
ual. Every word has been rewritten, the engraving 
has been done by skilled workmen, and the typo- 
graphical appearance of the work has been improved. 
We have greatly simplified the learning of the prin- 
ciples; the number of lessons has been increased, 
with a corresponding decrease in the number of the 
principles presented in each lesson ; the writing of 
words containing three or more full-length strokes 
on the line is an improvement which will be duly 
appreciated by ( those who have been in the habit 
of writing all the words according to the position 
of the accented vbwel,* regardless of the number of 
consonants in the word. 

The number of questions has been materially de- 
creased. Sentences have been presented at the ear- 
liest possible moment; thus relieving the student 
from the drudgery of learning the principles from 
the writing of separate words only, — a very unsatis- 
factory way indeed. 

The diphthong ew has been changed to correspond 
with the representation of that diphthong as presented 
in Graham's Handbook. The diphthong oi has been 



IV PREFACE. 

changed to the extent of its opening to the left instead 
of at the bottom, placing it beyond the possibility of 
conflicting with the diphthong on, A few word-signs 
appearing in Graham's reporting list are presented in 
the lists preceding the reporting signs in the Manual. 

Aside from the changes noted above, and the " cut- 
ting down" of the word-signs, the Columbian edition 
presents the Graham system of shorthand in its 
entirety. The object kept constantly in view has 
been to simplify the learning of that system ; whether 
we have succeeded or not we leave to the judgment 
of a discriminating public. 

The time in which the student is to write certain 
words and sentences has been carefully computed, 
according to the progress he is supposed to have 
made. In the ninth lesson, letters to be written from 
dictation are presented, so that at an early stage of 
his progress he is introduced to the actual work of 
the amanuensis. The hints and suggestions to the 
learner are new features, serving as a means of en- 
couragement at just those points where such helps 
are most needed. 

If, in the presentation of the Columbian edition, we 
have still further smoothed the rough places in the 
road to shorthand knowledge, we shall feel repaid for 
the time and labor we have spent in our efforts to 
attain that desirable end. 

ALFRED DAY. 

Cleveland, O., July, 1893. 



PREFACE TO FIRST EDITION. 



THIS book does not present a new system of 
shorthand. The Pitman system, as modified by 
Graham, Longley, Munson, Howard, Scott Browne, 
Moran, and others, has answered all the requirements 
of verbatim reporting, and it would be presumptuous 
on the part of the author to attempt to elaborate a 
new system, which could, at best, be but another 
modification of the original Pitman phonography. 

For upwards of twenty years the author practised 
and taught shorthand as presented in Graham's Hand- 
book, a work containing some excellent modifications 
of the original Pitman system ; but the unfortunate 
"make-up'' of the book as a whole, together with 
its abundance of extraneous matter, made it a work 
exceedingly difficult to master; and, to materially 
assist the learner, the author prepared his " AAd to 
Graham," in 1887. The favor with which it was 
received by teachers and students, and the hundreds 
of commendatory letters and press notices, stamped 
the work as a valuable acquisition in the learning of 
the Graham shorthand. 

The result of the favorable reception of the M Aid " 
brought scores of letters from stenographers and 
students of shorthand asking the author to prepare 



VI PREFACE. 

a work that would present the Graham phonography 
greatly simplified. The Manual is the result of hav- 
ing complied with the request, — a work that is prac- 
tically the outgrowth of many years of patient labor 
in the class-room, and the investigation of the best 
methods of presenting the subject. 

The aim has been to make it so plain and easily 
understood that any person who can read and write 
the English language can obtain a knowledge of the 
art of shorthand writing. That the author has been 
successful in this particular is evident from the fact 
that children twelve and fourteen years of age have 
mastered the principles and learned to apply them 
to the extent of becoming competent stenographers. 

While the Manual presents the Pitman system of 
shorthand as modified by Graham, yet, in the arrange- 
ment of the text, the author has not deemed it 
advisable to adhere to the Handbook, but has made 
such changes as his experience as teacher warrants 
as an improvement. He has done what the author 
of every new work on arithmetic, grammar, and other 
text-books has done, — not changing the principles of 
the art, but presenting them in such a way that they 
can be, in his judgment, more easily comprehended. 

The words which the student is required to write 
to illustrate the principles presented in each advance 
lesson are words the outlines of which will not be 
changed by the introduction of new principles; he 
is taught to write words from the first just as they 
are written by the reporter. This does away with the 
necessity of recognizing a " corresponding style " as 



PREFACE. vii 

something separate and distinct from the " reporting 
style." 

All the sign-words, except those in the fifteenth 
lesson, are arranged in sentences. This method of 
learning the word-signs is a novel feature, and has 
never before been introduced into any work on short- 
hand. The longer list of word-signs, presented in 
the fifteenth lesson, contains less than one half the 
number in Graham's Handbook, and the list of con- 
tractions is about one seventh. 

I shall ever hold in kind remembrance the many 
friends who have given assistance in the preparation 
of the Manual, the words of encouragement spoken, 
and the valuable suggestions given. 

To the learner, desirous of obtaining a knowledge 
of the highly useful and beautiful art of shorthand 
writing, the author desires to say: he has labored 
earnestly and conscientiously in your behalf, to the 
end that the pathway over which every one must 
pass who would become an amanuensis or a verbatim 
reporter may be less rugged than it was to those 
who have reached the end of that journey upon 
which you are about to enter. If in this he has 
succeeded, he will feel that his labor has not been 
in vain. 

ALFRED DAY. 

Cleveland, 0. 5 July, 1SS9. 



CONTENTS. 



Page 

Preface to the Columbian Edition iii 

Preface to the First Edition v 

Introduction xv 

Method of Study xvi 

General Directions to the Learner xvii 

First Lesson: 

Consonants I 

Remarks 2 

Manner of Writing the Consonant-Strokes 3 

To the Learner 4 

Writing Exercise 5 

Remarks 5 

Review Questions 5 

Second Lesson : 

Consonant-strokes Joined 6 

Reading Exercise 7 

Speed Exercise 8 

Review Questions 9 

Third Lesson : 

Vowels and Diphthongs 9 

Long Vowels 10 

Short Vowels 10 

Diphthongs 10 

To the Learner 13 

Reading Exercise 14 

Writing Exercise 15 

Review Questions 15 

Fourth Lesson : 

Vowels between Strokes . . 15 

To the Learner 18 

Reading Exercise 18 

Writing Exercise 19 

Review Questions 20 



x CONTENTS. 

Pagk 

Fifth Lesson : 

Circles and Loops 20 

Small and Large Circle 21 

Small and Large Loop 22 

Use of the Stroke for S and Z 23 

To the Learner 24 

Reading Exercise 24 

To- the Learner 25 

Writing Exercise '. 26 

Review Questions 26 

Sixth Lesson : 

Word-signs. — Punctuation Marks 27 

Names of the Signs .... 27 

To the Learner 28 

Consonant Word-signs 29 

Vowel Word-signs 31 

Punctuation Marks ^2 

Reading Exercise . 32 

Writing Exercise 34 

Seventh Lesson . 

Consonant Word-signs [concluded) 34 

Reporting Principles . 36 

To the Learner 37 

Reading Exercise 38 

Writing Exercise 40 

Review Questions 40 

Eighth Lesson : 

Methods of Expressing W and Y 41 

W Represented by a Hook 42 

W Represented by Semi-circles 42 

The Stroke for Y 44 

Semi-circles for Y 44 

Brief Signs in the Place of Vowels 44 

To the Learner 46 

Reading Exercise 47 

Writing Exercise 49 

Review Questions 49 

Ninth Lesson: 

W and Y Word-signs 5° 



CONTENTS. XI 

Ninth Lesson {continued) ; Page 

To the Learner 50 

Reading Exercise 51 

Writing Exercise 53 

Tenth Lesson : 

Rules for Writing L, R, and Sh 54 

To the Learner 55 

Reading Exercise 56 

Writing Exercise , 58 

Review Questions 59 

Eleventh Lesson : 

Shaded M 61 

Prefixes and Affixes 61 

Writing Exercise 65 

Review Questions = 66 

Twelfth Lesson : 

Contractions 66 

Derivatives 68 

To the Learner 68 

Reading Exercise .69 

Writing Exercise 71 

Thirteenth Lesson : 

Joining Words 72 

The and He Joined 72 

I Joined 73 

A, An, And, Joined 74 

Initials 75 

Proper Names 75 

Numbers 75 

Paragraphs ..... 75 

The Parenthesis 75 

Phrase-signs 76 

Writing Exercise , . . . 78 

Review Questions 79 

Fourteenth Lesson: 

Initial Hooks for L and R 79 

Table of the L-hook So 

Naming the Outlines 81 

Vocalization , . 83 

Reading Exercise . . , 84 



xii CONTENTS. 

Fourteenth Lesson (continued) : Page 

Writing Exercise 86 

Review Questions 87 

Fifteenth Lesson ; 

Iss Prefixed to the L-hook 87 

Iss-Pel Table of Consonants 88 

Iss-Per Table of Consonants 89 

To ]the Learner 90 

Reading Exercise 91 

Writing Exercise 93 

Review Questions 94 

Sixteenth Lesson 

The Back Hook 95 

Initial Hook Enlarged 95 

Nomenclature 96 

Remarks 96 

Reading Exercise 97 

Writing Exercise 98 

Review Questions 98 

Seventeenth Lesson : 

Initial-hook Word-signs 99 

Initial-hook Reporting Principles 100 

Reading Exercises 102 

Writing Exercise 104 

Eighteenth Lesson : 

Final Hooks for F, V, and N . . . 105 

Nomenclature 107 

To the Learner 108 

Reading Exercise 108 

Writing Exercise in 

Review Questions in 

Nineteenth Lesson : 

Large Hook for Shon and Tive 112 

Nomenclature 113 

Small Hook for Shon 113 

To the Learner 114 

Reading Exercise 114 

Writing Exercise 116 

Review Questions 117 



CONTENTS. xiii 

Page 
Twentieth Lesson : 

Final-hook Word-signs 117 

Final-hook Reporting Principles . . 119 

Reading Exercise 120 

Writing Exercise 123 

Review Questions 123 

Twenty-first Lesson : 

Lengthened Strokes 124 

Nomenclature 125 

Lengthened-stroke Word-signs ... 126 

Lengthened-stroke Reporting Principles 126 

Reading Exercise 127 

Writing Exercise 129 

Review Questions 130 

Twenty-second Lesson : 

The Shortening Principle 130 

Nomenclature 133 

To the Learner . 133 

Reading Exercise 134 

Writing Exercise 136 

Review Questions 137 

Twenty-third Lesson: 

Half-Length Word-signs . . ... 138 

Half- Length Reporting Principles 140 

Reading Exercise 141 

Writing Exercise 144 

Twenty-fourth Lesson • 

Contractions. — Second List 145 

Reading Exercise 146 

Writing Exercise 148 

Twenty-fifth Lesson : 

Prefixes 149 

Prefix Reporting Principles 152 

Reading Exercise 153 

Writing Exercise 154 

Review Questions 156 



xiv CONTENTS. 

Twenty-sixth Lesson : Page 

Affixes 156 

To the Learner 158 

Reading Exercises 158 

Writing Exercise 160 

Review Questions 161 

Twenty-seventh Lesson: 

Omission of Consonants 162 

Omission of Words 163 

Reading Exercise 164 

Writing Exercise 166 

Twenty-eighth Lesson . 

Miscellaneous Principles 168 

Reading Exercise 172 

To the Learner 173 

Writing Exercise 174 

Review Questions 175 

Twenty-ninth Lesson : 

Phrase Writing 176 

Rules for Phrase Writing 177 

Phrase-signs. — Second List 178 

Primitives and Derivatives 180 

The Past Tense . . 180 

To the Learner 180 

Reading Exercise 181 

Writing Exercise 182 

Thirtieth Lesson : 

Reporting Word-signs . 182-210 

Reporting Contractions 211-216 

Remarks 217 

Reading Exercises 218-231 

Key to Reading Exercises . 232-238 

Phrasing 239 

Syllabication ; 242 

Pen vs. Pencil 244 

What To Do 245 

Time Rules 247 

Auxiliary Books, etc 248 

Conclusion 250 



INTRODUCTION. 



WHATEVER may have been the changes in any 
attempt at brief and rapid writing previous to the 
invention of phonography by Isaac Pitman in 1837, 
further changes in the brevity of the signs used is 
impossible, as the briefest characters known to the 
science of geometry have been adopted, — the straight 
and curved line, dot, and dash. 

Pho-nography being based upon the phonetic princi- 
ple, — that is, characters used to represent the sound 
of the language, — it has been found expedient to 
represent the consonants by straight and curved lines, 
the vowels by dots and dashes, and the diphthongs 
by angular marks. The use of these characters for 
the representation of words, together with a know- 
ledge of the distinct sounds and the mode of pro- 
ducing them, can best be acquired by oral instruction ; 
but this is not necessary if the student will carefully 
note the difference between the signs and the sounds 
they represent, and faithfully follow the instruction 
given in the first four lessons. 

The value of a knowledge of shorthand being uni- 
versally conceded, there is no longer any necessity 
for authors to set forth the advantages of the art to 
any person of whatever profession or occupation. So 



XVI INTRODUCTION. 

important has the art become that it is now consid- 
ered an indispensable part of a business education ; 
and the young man or young woman who neglects 
the opportunity of thoroughly mastering the art will, 
in due time, find themselves distanced in the business 
world by those who did not overlook so valuable a 
consideration. 

Method of Study. 

The necessity of thoroughly familiarizing the alpha- 
bet cannot be impressed too strongly upon the stu- 
dent's mind. This is too often overlooked in his 
desire to " get on ; " but it is always a mistake for 
a learner to permit himself, or be permitted by the 
teacher, to leave the alphabet before he can write 
every letter at the rate of at least seventy-five a 
minute. 

A knowledge of the principles of each lesson should 
be tested by the questions found at the close. When 
the questions can be answered satisfactorily, read the 
exercise until every word can be read as quickly as 
if it had been written in longhand ; then copy the 
exercise ten times. 

The writing exercise should be written once only 
before being handed to the teacher for correction ; 
but after the corrections have been made the exercise 
should be written at least ten times. Pursue the same 
method with each subsequent lesson. 

No method of study will obviate the necessity of a 
perfect familiarity with the word-signs, contractions, 
and phrase-signs. In learning the lists the student 



INTRODUCTION. xvii 

should be required to write them over according to 
directions, and then to write the sentences under that 
lesson until a speed of at least sixty words a minute 
is attained. 

The principles of each and every lesson must be 
understood before satisfactory progress in their appli- 
cation can be made. Learn the principles thoroughly ; 
incorporate them into your very being; let them 
become a part of your very self, so to speak, then 
you will be able to apply them in your writing with- 
out thought or mental effort. How soon you will be 
able to make practical use of shorthand will depend 
upon your familiarity with the principles, word-signs, 
and contractions, and the time devoted each day to 
the application of the same in writing and reading. 

General Directions to the Learner. 

Any young man or young woman who possesses 
patience, perseverance, a desire-to learn, and a deter- 
mination to succeed can master shorthand. There 
is nothing of mystery about the art. It can be 
more easily learned under the instruction of a com- 
petent teacher, but such assistance is not absolutely 
necessary. 

The first lesson must be thoroughly learned before 
the second is taken up ; the second before the third, 
and so on to the end of the lessons. 

The writing exercise of each lesson should be 
written over until each outline or word can be written 
at the rate of at least sixty a minute. You should 



XVlll INTRODUCTION. 

understand at the beginning of your study that short- 
hand means to write, and to write rapidly, the outlines 
for the words. Of course the characters must be 
traced slowly and with care at first ; but after becom- 
ing familiar with the exercise, it should be written 
over until the speed mentioned above is attained. 

Read over everything you write until it can be read 
as fluently as if written in longhand. 

Write small. It will give you greater speed, and, 
having more time to form your characters, your writ- 
ing will be more legible than if written in a 'Marge 
hand." One sixth of an inch is a good standard for 
the consonant strokes. 

Shorthand should be written with a pen ; Gillott's 
No. 404 are excellent, and are such as are used by the 
author. Some prefer a gold pen. A fountain pen is 
used by many. 

Hold the pen as in ordinary writing. 

Black ink, and a quality that flows freely, should be 
used. 

When you commence the study of shorthand, you 
should not let a day pass without giving to it some 
portion of your time, even though it is but a few 
minutes ; you will accomplish more in this way than 
by irregular practice. 

Remember that you, and not your teacher, must do 
the studying. 

Master the lesson in hand ; the following ones will 
take care of themselves. 

Have faith in your teacher. If you cannot have, 
better make a change. 



INTRODUCTION. xix 

Learn to be independent. Do not go to your 
teacher with every puzzling thing you encounter; 
work it out yourself, if possible. 

Be studious. Do not do anything which may dis- 
tract other students. 

Be punctual and methodical. 

Every rule in the Manual requires your careful 
attention. Do not slight one of them. 



FIRST LESSON. 



1. CONSONANTS. 



Letter. Name. Sound, 

\ P p as in so/. 

\ B b as in so£. 

T / as in so/. 

D d as in sod. 

/ Chay ^ as in such. 
/ J ^ as !n sa^. 
K ck as in sa^. 



^~~ 


Gay 


g as in sa^. 


v_ 


F 


fe as in sa/J?. 


Vw 


V 


^£ as in saz/^. 


( 


Ith 


M as in sai/A. 


( 


Thee the as in scythe. 

i 



Letter. Name. Sound. 

\ S 5 as in srps. 

\ Z 2: as in sls'e. 

_y Ish j^ as in saj^. 

J Zhay 57 as in suaj7on» 

( Lay / as in sai/. 

^ R ^ Ray r as in sir. 

y^ M m as in see;/?. 

^-^ N n as in see;?, 

w' Ing ;;£■ as in smg. 

"^ Way w as in we. 

f Yay j/ as in ye. 

t^ Hay h as in ^e. 



2 COMPLETE SHORTHAND MANUAL. 

REMARKS. 

2. Stenography is a term applied to all systems of short- 
hand writing. 

3. Phonography is a system of shorthand writing having 
special reference to writing with characters representing 
the sounds of a language ; it is the one in use among the 
majority of stenographers of the present day, and is the 
one presented in this work. It is written with an alphabet 
composed of the simplest geometrical signs, consisting of 
straight and curved lines, dots, and dashes. 

4. The recognized number of sounds in all systems of 
phonetic shorthand is forty : twenty-four consonants, twelve 
vowels, and four diphthongs. The phonographic alphabet 
consists of characters representing the forty sounds ; the 
consonants are" represented by straight and curved lines, 
the vowels by dots and dashes, the diphthongs by angular 
marks. 

5. In longhand we write the letters of a word one after 
another, but in shorthand we write the consonants first and 
then the vowels are placed beside them, or the outline, as 
the joined consonants of a word are called. This method 
of writing necessitates the learning of the consonants first, 
and to this task the learner should apply himself until every 
letter can be written as readily as it would be spoken by a 
good reader, 

6. In phonography no silent letters are used, as the words 
are written just as they sound, and not always according to 
the common spelling ; thus, rough is written as if it were 
spelled ruf; dough is written like do; cup, like kup ; cent, 
like sent. 



FIRST LESSON. 3 

7. In learning the alphabet the pupil should not fail to 
observe the difference between the name of the letter and 
the letter proper, that is, its sound; for instance, the first 
letter in the alphabet is named Pee, its sound is that indi- 
cated by the letter p in the word sop : the second letter is 
named Bee, but its sound is that indicated by the letter b in 
the word sob. 

8. Too much pains cannot be taken with the first phono- 
graphic lesson ; do not get the impression that because the 
letters are straight and curved lines they can be easily and 
readily formed without practice. In the majority of cases 
it will be necessary to cover page after page with signs, and 
the learner should not spare either paper or his patience in 
the practice necessary to write at least seventy-five letters a 
minute. 

9. In learning the consonants repeat the sound indicated 
by the italic letter or letters a sufficient number of times to 
familiarize the sounds, and then with pen and ink make the 
signs, and at the same time speak the name of the letter ; 
thus, P, B, T, D, C/iay, and so on with every letter in the 
table, and continue the practice until every consonant can 
be neatly and correctly formed. While the letters should 
be written slowly and with care at first, after they are fixed 
in the mind the speed should be gradually increased until 
they can be written both quickly and well. 

MANNER OF WRITING THE CONSONANT- STROKES \ SIZE, ETC. 

10. The light lines should be made very light, and the 
heavy strokes shaded only enough to distinguish them from 
the light signs. The heavy curves should be shaded in the 
middle only, tapering to a light line at each end. 



4 COMPLETE SHORTHAND MANUAL. 

11. The size of all the consonant strokes should be about 
one sixth of an inch. 

12. Hay is always written upward. 

13. The curved or down-stroke for r is called Ar ; the 
straight or up-stroke for r is called Ray, and is always 
written upward. 

14. Lay is written both upward and downward ; it is 
always written upward when standing alone, that is, when it 
is the only consonant in the word, and when it is written 
upward it is called Lay. When joined to other consonants 
it is sometimes written downward, and when it is written 
downward it is called EL 

15. Ish is sometimes written upward when joined to 
other consonants, and when it is written upward it is called 

Shay. 

16. Hay and Ray slope more than Chay. 

17. All the perpendicular and sloping strokes except 
Lay, Ray, Ish, and Hay, are always written downward. 
All the horizontal strokes, K, Gay, M, N, Ing, are always 
written from left to right. 

TO THE LEARNER. 

18. Let no impatience or wearisomeness of labor prevent 
you from learning the alphabet. When you are quite fa- 
miliar with it, have some one pronounce the letters in the 
following exercise while you write them. Continue this 
practice until you can write them, neatly and correctly, in 
one minute, a rate of speed to be attained before the first 
lesson can be considered " thoroughly mastered." 



FIRST LESSON. 



WRITING EXERCISE. 



Chay, F, Thee, P, Z, T, Zhay, K, Way, Lay, N, B, Ing, 
D, Hay, R, M, Ray, Gay, V, Ish, Yay, S, J, Ith, R, T, Hay, 
P, Chay, Ith, K, Way, Lay, Z, F, J, M, Ish, V, Ray, Ing, 
Yay, Gay, D, S, B, Thee, Zhay, Z, Chay, P, Thee, K, T, F, 
Ish, Ith, S, Way, Yay, N, R, T, B, V, Ing, Ray, Gay, Hay, 
M, Lay, D, Zhay, N. 

REMARKS. 

19. Until the learner can give appropriate answers to the 
questions for review, it is evident he does not understand 
the principles contained in the lesson, and he should not 
permit himself, nor be permitted by the teacher, to proceed 
to the next lesson until he is able to answer every question, 
correctly read and readily write the exercises illustrating the 
principles presented in the lesson. When this can be done, 
a new lesson should be assigned, and not until then. 

REVIEW QUESTIONS. — First Lesson. 

i. In shorthand, what letters are not used? 2. What is said 
about the shading of heavy strokes ? 3. How are the heavy 
curves shaded ? 4. About what size should the strokes be 
written? 5. How are Ray and Hay always written ? 6. How 
is L always written when standing alone ? 7. What is it called 
when so written ? 8. When it is written downward, what is it 
called? 9. How is Ish written when standing alone? 10. What 
is it called when written upward ? 



COMPLETE SHORTHAND MANUAL. 



SECOND LESSON. 

CONSONANT-STROKES JOINED. 

20. All the consonants of a word are written without 
taking off the pen ; the second begins where the first ends ; 
the third where the second ends ; the fourth being con- 
tinued from the end of the third, and so on until all the 
strokes are written. In the outlines of this lesson the first 
up or the first down stroke in the outline should rest on the 
line of writing. 

P-K K-P D-Lay Chay-T R-Lay G-Ray P-K-F 

21. When a curved stroke is repeated it is written twice. 
When a straight line consonant is repeated it is made 
double its usual length. 



F-F R-R M-M P-P D-D K-K 

22. Light and heavy lines, without a distinct angle, are 
joined in such manner that the point of union is not 
discernible. 






P-B D-T K-G P-Ing Lay-Gay 

23. The inclination of a stroke or its curvature may be 
considerably varied in order to secure an easier junction. 



SECOND LESSON. 7 

24. When standing alone, Chay and Ray are distin- 
guished by difference of inclination ; Chay inclining at an 
angle of thirty degrees, Ray at an angle of sixty. When 
joined they are readily distinguished by the direction in 
which they are written, as Chay is always written down- 
ward, and Ray upward.. 

READING AND WRITING EXERCISES. 

25. Read the following outlines until they can be spoken 
as readily as if written in longhand ; then copy the plate 
ten times. At the time of writing, name the outline ; thus, 
P-K, P-Lay, B-R, etc. While the outlines should be written 
with care at first, the speed should be gradually increased 
until they can be written as quickly as possible, but at the 
same time neatly and well. 



j- 



_.i^>„ 







T >^ -V 



COMPLETE SHORTHAND MANUAL. 




r->-~<- 



v i " \ . L/ 




SPEED EXERCISE. 

26. If the learner has practised the above exercise ac- 
cording to directions, he should be able to write the proper 
shorthand characters for the outlines in the exercise below. 
The method of practice to be pursued is as follows : 
Have some one read the sign outlines while you write 
them in shorthand. The rate of reading should be fast 
enough to press you to keep up, but not too fast, as that 
might cause a nervous, hesitating movement of the hand, 
which is always to be avoided. Continue writing the exer- 
cise until all the outlines can be neatly and correctly written 
in one minute, 

J-K, Ish-R, M-Lay, P-K, Way-Lay, Ray-T, J-F, T-K, 
Zhay-N, Hay-Lay, D-Chay, Thee-S, B-D, V-Gay, R-Gay, 
B-R, Yay-K, Lay-J, Ing-K, Shay-Lay, Hay-T, D-M, 
Chay-N, Way-Ray, L-K, Lay-Shay, N-B, S-R, K-L, 



THIRD LESSON. 9 

Gay-Ray, F-D, Yay-R, M-Hay, M-K, P-Lay, T-Shay, 
Chay-P, K-P, Gay-Lay, Z-N. 

REVIEW QUESTIONS. — Second Lesson. 

i. How are all the consonants of a word written? 2. In this 
lesson, where does the first up or down stroke rest? 3. When a 
curved stroke is repeated, how is it written? 4. When a straight 
line consonant is repeated, how is it written? 5. How are the 
light and heavy lines, without a distinct angle, joined ? 6. For 
what purpose is the inclination or curvature of a stroke some- 
times varied ? 7. When standing alone, how are Ray and Chay 
distinguished? 8. When joined, how? 



THIRD LESSON. 

VOWELS AND DIPHTHONGS. 

27. The phonetic systems of shorthand recognize twelve 
distinct vowel sounds : six long and six short. The long 
vowels are represented by heavy dots and dashes, the short 
vowels by light dots and dashes. They are written at the 
beginning, in the middle, and at the end of a consonant- 
stroke, as illustrated in the table below. 

The straight line beside which they are placed is no 
part of the vowel-sign, being used only to show the position 
the dots and dashes occupy. A consonant-stroke in any 
other direction, or a curved stem, could be used just as 
well, but for convenience a T- stroke is employed. 

28. The vowel sounds are indicated by the Italic letter 
or letters in the word beside the dot or dash representing 
the vowel. 



IO COMPLETE SHORTHAND MANUAL. 

LONG VOWELS. 
1st position | e as in nwt. ist position | a as in c#ll. 

2d position *| a as in mate. 2d position "| o as in c<?al. 

3d position ,| a as in m^rt. 3d position J 00 as in cool. 

SHORT VOWELS, 
ist position | i as in s*t. ist position | o as in k>ck. 



2d position *| e as in s^t. 



2d position ~| u as in Iwck. 



3d position .| a as in s#t. 



3d position J 00 as in look. 



DIPHTHONGS, 
ist position | /as in fzle. 3d position A | ou as in fowl. 



ist position j w as in fozl. 



3d position <| u as in fuel. 



29. The first three characters in the above table are 
exactly alike, that is, heavy dots ; but they represent dif- 
ferent letters or vowel sounds, by reason of the position 
they occupy to the consonant-stroke beside which they are 
placed. So with the light dots, heavy and light dashes; 
each representing a different sound or vowel, depending 
upon the position it occupies beside the consonant. 

30. The first place to any consonant is where you begin 
to make the stroke, and the third place at the point where 
the pen completes the stroke ; hence, the first place to the 
perpendicular and sloping-strokes is at the top, and the 
third place at the bottom. The first place to the horizontal 
consonants is at the left, and the third place at the right. 
The first place to the up-strokes Lay, Ray, Hay. and Shay 



THIRD LESSON. II 

(the name given to hh when written upward) is at the 
bottom or on the line, and the third place at the top. 

31. When the vowels are spoken of as a class they are 
called dot-vowels if represented by a dot, and dash-vowels 
if represented by a dash. 

32. The sounds represented by the dots, dashes, and 
angular marks, and their positions, must be thoroughly 
memorized. They should be repeated over and over until 
every sound can be designated by its proper sign, and the 
learner is able to tell, instantly, whether it is a dot, dash, 
or angular mark; light or heavy; first, second, or third 
position. 

METHOD OF PLACING THE VOWELS. 

33. A vowel placed to the left of a perpendicular or 
inclined stroke, or above a horizontal, is read before the 
stroke. 

ape aid edge oath ale oar aim egg oak 

\ -1 y < r ~>\ ^ ^ ... 

34. A vowel placed to the right of a perpendicular or 
inclined stroke, or below a horizontal, is read after the 
stroke. 

Poe day Joe foe they low Ray may go 

X I' A Vc (' f r X ^ _ 

POSITION OF WORDS. 

35. Words are written in three positions : above the line, 
on the line, through and below the line. The position of 
the word is determined by the vowel, or the accented 
vowel, if the word contains more than one vowel. 



12 COMPLETE SHORTHAND MANUAL. 

(a) If the vowel is first-place, the consonant rests about 
half the height of a /"-stroke above the line ; a horizontal 
consonant is written nearly the full height. 

gnaw 



pea 


tie 


joy Eve 


Shaw ease 


eel 


ear 


key 


^ 


IV 


/> V 


y ') 


r 


*>v 


• 



(b)^ If the vowel is second-place, the consonant rests on 
the line. 

pay aid Joe oak no foe show lay Roe 

\- -1 / -i- ";q- ;Vl 2 f > 

(c) If the vowel is third-place, the perpendicular and 
inclined consonants are written through the line ; the hori- 
zontals below the line. 

pa add bow at Jew shoe woo coo Ann 

36. The object of placing the words in different positions 
as regards the line of writing is, in case the vowel should be 
omitted, to more easily determine the word by the position 
of the first consonant. 

37. When it is necessary to write two vowels, or a vowel 

and a diphthong, beside one consonant, that which is heard 

next before or first after the consonant, is written nearest to 

the stroke. 

iota Ohio Noah 



38. The first place to any consonant is where you begin 
to make the stroke ; hence, the first place to Lay, Ray, and 
Hay is at the bottom ; the third place at the top. 



THIRD LESSON. 1 3 

eel law allow rye row Hugh ahoy 

.r c 



JL -— -^ -^ 



39. The vowels should be written near to but not touch 
the consonant. Due care should be taken to distinguish 
the light and heavy dots, and to place the dash vowel at 
right angles to the consonant beside which it is placed ; 
however, for convenience, some slight variation from this 
rule is allowable. 

40. It should be borne in mind that the ordinary spelling 
is scarcely any guide as to how a word is to be written in 
shorthand, those consonants only being written which are 
actually heard when spoken. Hence, in the words add and 
odd there is but one d ; in the word amioy, but one n; in 
the word gem, g is represented by / ; in the word phrase, 
ph has the sound of/. Care must be taken not to represent 
in shorthand silent letters. Only write those which are 
actually heard ; thus, eight, in the ordinary spelling, con- 
tains five letters, but only two are heard, a (long) and /. 

TO THE LEARNER. 

41. We would impress upon you the necessity of thor- 
oughly mastering each lesson as it is taken up. Do not 
leave it until you are as familiar with it as you are with 
your a b c's. Read and write the illustrative exercises as 
directed. It is far better to write them more than the 
number of times designated ; for the practice of shorthand 
means to write and read, write and read, and the learner 
cannot do too much of it. 

If you have learned this lesson thoroughly, as you ought, 
you should be able to write any word containing one conso- 



14 COMPLETE SHORTHAND MANUAL. 

nant, as you have only to ascertain what the consonant is, 
then write it in the position indicated by the vowel, after 
which place the vowel beside it. The following reading 
exercise should be read again and again until every word 
can be spoken as quickly as if written in longhand, and 
then it is to be neatly and correctly copied five times. 

READING EXERCISE 



A.JL.Nt_ v :i__:i 



A^_-_^5^kJ^_wiL_£ 



-5l 



<• )- J J ' j <" /r a ^ 



* /< . '* -r ■)• -) ' ' } ' v 1 






42. In writing the words in the following exercise the 
learner is to observe the rule of position. When the words 
have all been written hand the list to the teacher for correc- 
tion, after which it is to be written five times. It should be 
borne in mind that shorthand means to write from hearing 
words spoken ; therefore, after you have written the exercise 
the designated number of times, you should have some per- 
son pronounce the words while you write them, and continue 
this practice until the list can be written in five minutes. 
This includes the placing of the vowels. 



FOURTH LESSON. 1 5 

WRITING EXERCISE. 

Poe, ape, aid, buy, add, odd, chaw, tea, at, each, jaw, 
edge, age, ache, key, cow, gay, egg, if, Fay, fie, Eve, oath, 
they, then, see, so, ease, ooze, she, shoe, Shaw, ale, awl, lie, 
oar, rye, my, aim, knew, own, Ann, we, may, woe, ye, hay, 
hoe, Eddie, annoy, Lee, Noah, ashy, ivy. 

REVIEW QUESTIONS. —Third Lesson. 

i. What is the recognized number of vowel sounds? 
2. What characters represent the six long vowels? 3. The 
six short vowels ? 4. Where are the vowels placed ? 5. If a 
vowel is to be read before a perpendicular or sloping stroke, 
where is it placed ? 6. Before a horizontal, where ? 7. If it is 
to be read after a perpendicular or sloping stroke, where is it 
placed? 8. After a horizontal, where? 9. In how many posi- 
tions are words written? 10. What determines the position? 

11. What is the object of writing words in different positions? 

12. What is the first place to any consonant ? 



FOURTH LESSON. 
VOWELS BETWEEN STROKES. 

43. In the preceding lesson was presented the method of 
placing vowels beside one consonant stroke. In this lesson 
are given the rules for writing vowels between two or more 
consonants ; they are as follows : — 

(a) All yfo-Z-place vowels are placed after the first 
consonant. 



16 COMPLETE SHORTHAND MANUAL. 

peak tear time sheep tick talk Tom 



(i) All fftird-pte.ce vowels are placed before the second 
consonant. 

poor tack tar cap rook Moore 



(c) A second-place vowel, if long, is placed after the first 
consonant ; if short, before the second. 

make take poke cape duck peg cup 



(d) When two vowels occur between two consonants, 
the first is written to the first stroke and the second to the 
second. 

poet piano poem fuel 



44. Again we call the learner's attention to the necessity 
of becoming familiar with the vowels. They should be so 
thoroughly understood that there must not be an instant's 
hesitancy in deciding as to whether the vowel is a dot or 
dash, the position it occupies, and the manner of placing 
it beside the consonant. Until this can be done, there must 
be constant drill in repeating the vowels and placing them 
in their proper position. All outlines should be vocalized 
in full, or in part, until they can be read for the proper 
word without the vowels, which will, by degrees, be left off 
unconsciously. 



FOURTH LESSON. 1 7 

45. Words of few consonants have greater need of being 
vocalized than words of many ; therefore, for the purpose 
of adding somewhat to legibility, words with two full con- 
sonant strokes are written in position \ that is, above, on, or 
through the line, according to the position of the vowel, or 
its accented vowel, if it contains more than one vowel. 
The rules for writing the words are as follows : — 
First position. The first up or first down stroke rests 
about half the height of a T- stroke above the line. If both 
consonants are horizontal, both are written above the line. 

cheer keep pike peach rock meek kick 



Second position. The first up or first down stroke rests 

on the line. The same position if both consonants are 
horizontal. 

peck cape door lake came game 



V- 



Third position. The first up or first down stroke is writ- 
ten through the line, or, if both are horizontal, below the 
line. 

pack cab pool tar Moore nag Mack 

-^-^ >\ »\ ^ ~. 

46. Words written with three, or above that number of 
full consonant strokes, are generally written in the second 
position ; that is, the first up or first down stroke rests on 
the line. However, some reporters follow the rule of posi- 
tion in writing all words as in " cabbage " and " dignify.' , 



1 8 COMPLETE SHORTHAND MANUAL. 

became cabbage roadway length dignify 




TO THE LEARNER. 

47. If you understand the principles in this lesson, you 
should be able to write any word in the English language ; 
for, to do this, you have only to ascertain what the con- 
sonants of the word are, write them without taking off the 
pen, then insert the vowels according to the rules given in 
this and the preceding lesson. Copy the shorthand exercise 
the designated number of times ; for the oftener you copy 
the characters the better you will understand the principles. 
Note carefully the position of the outline and the vowels, 
and copy them as in the plate, endeavoring each time, 
however, to form them better and more quickly. 

48. Read the following exercise until the words can be 
spoken as readily as if written in longhand, and copy the 
plate five times. You should speak the outline or name the 
letters at the time of writing ; thus, t-k, take, p-k, peak, 
chay-ft, cheap, placing the vowel at the same time of 
speaking the full word. 

READING EXERCISE. 



FOURTH LESSON. 



19 



; ^. ^ **_z 



--9- 



9^ 



. L. 



jfL 



>. 



.£\.. 



t 



t- 




49. Write the words in the following list, and hand to 
the teacher for correction. After being corrected, rewrite 
them ten times ; then have some one pronounce the words 
while you write them, without the vowels, but in their proper 
position, three times in six minutes. 

WRITING EXERCISE. 

Poke, beam, bale, item, tear, Dutch, death, fame, chime, 
jar, cab, faith, vague, vim, voyage, luck, thatch, shop, leap, 
Rome, mile, muff, nip, knave, love, deny, China, pony, dim, 
poor, mush, boom, fife, knife, ink, below, fear, pope, Zeno, 
Baley, balm, Mary, muddy, mouth, topic, baggage, vacant, 
damage, escape, infamy, Jacob, Timothy, dogma, namely, 
earthly, mulatto, unpack, engage, tomato, farm, became, 
tamely. 



20 COMPLETE SHORTHAND MANUAL. 



REVIEW QUESTIONS. — Fourth Lesson. 

i. What is presented in this lesson? 2. Where are all first- 
place vowels written? 3. Where are all third-place vowels 
written? 4. A second-place vowel, if long, is placed where? 
5. If short, where? 6. When two vowels occur between two- 
consonants, how are they written ? 7. Which have the greater 
need of being vocalized, words of few or many consonants? 
8. Where does the first up or first down stroke of a word in the 
first position rest? 9. The second position, where? 10. Third 
position, where? 11. If a word contains three or more conso- 
nants, where does the first up or first down stroke generally 
rest ? 



FIFTH LESSON. 
CIRCLES AND LOOPS. 

50. If learning shorthand consisted only of mastering the 
alphabet, then to write the consonants of a word, and to 
the outlines thus formed place the vowels, according to the 
rules given in the preceding lesson, it would be an easy task, 
comparatively, to learn the art. But this method of writing, 
brief and simple as it is, compared with longhand, is not 
sufficient to give the desired speed for verbatim reporting ; 
therefore each subsequent lesson may be considered as the 
presentation of some new principle of abbreviation, — some 
briefer method of representing the consonants, syllables, 
and words. 

51. In this lesson is presented the principle of represent- 
ing s and z by a small circle ; ses, sez, sys, rise, and syllables 
of similar sound, by a large circle ; st and zd by a loop ; str 



FIFTH LESSON. 21 

by a large loop ; the same being joined to the consonant- 
strokes as illustrated below. 



SMALL AND LARGE CIRCLE. 

52. The small circle for s and z is named iss 3 and is joined 
to a consonant-stroke as follows : — 

(a) On the right hand side of straight, perpendicular, 
and sloping strokes, and on the upper side of horizontals, 
including Hay and Ray, which are classed as horizontal 
consonants. 

sip stay chase joys soak guess 



(I?) On the inside of curves, 
safe foes shows size sways knows 



JL_ ko____^ L____n 



I 



(c) Between strokes it is turned in the most convenient 
manner. 

mason task risk miser Joseph visit 



-^ --h € -t-- 

53. In vocalizing outlines with circles attached, the vow- 
els are placed before or after the stroke, the same as if no 
circles were used. 

said face soars spokes palms 

i k. _°h v_*___ 



22 COMPLETE SHORTHAND MANUAL. 

54. In reading outlines beginning with a circle, the circle 
is the first thing read. If an outline ends with a circle, the 
circle is the last thing read. 

soap save such smile foams pours 

___k_ k ____ZL _^C___k^__. 



55. A large circle, called sez, represents two s or z sounds 
with a vowel between them, and the same may be expressed 
by writing it within the circle. It represents such syllables 
as sics y sis, eise, and similar sounds, and is attached to strokes 
the same as the small circle. 

system cases exhaust exercise 



l 



SMALL AND LARGE LOOP. 

56. The sound of st and zd, in such words as most, past,, 
stitch, stage, caused, etc., is represented by a small loop, 
called steh 9 which is turned on the same side of the straight 
and curved strokes as the circle. 

post best toast vast molest stage 

57. A large loop, called ster, made about one fourth 
longer than the small loop, represents the sound of str in 
such words as master, pastor, Chester, etc. The ster loop 
is never written at the beginning of a stroke. 

faster poster duster monster Wooster 



FIFTH LESSON. 2$ 

58. A small circle may be added to a large circle, small 
or large loop, by turning it on the opposite side. 

exercises successes posts coasts masters jesters 

±ZL s±9 -^ — - g & 

USE OF THE STROKE FOR S AND 3. 

59. The employment of different signs for the same letter 
adds to the beauty, lineality, and speed in writing ; hence 
the circle for s and z is more generally used than the stroke \ 
however, the latter is employed under the following rules : — 

(a) When s and z, or two ^-sounds, are the only conso- 
nants in the word, one of them must be represented by the 
stroke. 

size cease essays saucv 

*> J > i - 

(b) When two vowels, or a vowel and a diphthong, occur 
between s and another consonant. 

science chaos sayings 



zi .t — - 

(c) When s is preceded by an initial vowel, or when it 
is followed by a final vowel. 

ask escape espy assume racv Tasso 

-,-h--W-l--,k ; - 

(d) When the sound of z begins a word, use the stroke, 
zero Zeno zeal zest zenith 



.):. \ 



24 COMPLETE SHORTHAND MANUAL. 

TO THE LEARNER. 

60. Beginners in shorthand are apt to make their notes 
too large. One sixth of an inch is considered the standard 
for full-length strokes, and you should aim to adopt this size 
in your practice. Endeavor to conform your writing, in size 
and general appearance, to that shown in the engraving. 
Exercise patience in writing the exercises consisting of 
words. Learners are apt to get impatient, and desire to 
"get on," so that they can begin to write sentences. It is 
a laudable ambition to "get on," but the writing of sen- 
tences is not the beginner's test as to his progress; principles 
must first be learned ; material must be obtained before the 
house can be built. Remember that sentences are only 
words put together in such a way as to " make sense ; " so, 
if you can write words, you can write sentences or anything 
else. Familiarize the writing of the words in the exercises, 
for the outlines there learned are never changed. 

61. Read the following exercise until the words can be 
spoken as rapidly as if written in longhand ; then copy the 
plate ten times. 

READING EXERCISE. 

^^___V.:^._..-*....*\_._^ e > H> . 



i__^r__.J....^_^_ w _3.. 



o> 



FIFTH LESSON. 2$ 
__^r^_.-V____0— _rrs _\sd SL--^9 X .^£- _^ 



. cx^__3vo 01 s>„ 



(^ 



TO THE LEARNER. 

62. Carefully correct your own exercises before handing 
them to the teacher for his correction. Criticise your own 
writing \ for in doing so the principles will the more surely 
and quickly become fixed in the mind, and in applying the 
principles in much writing you will acquire speed and the 
utmost familiarity with the shorthand outlines and signs for 
words. Position is to be followed in writing the exercise 
below, except, if the word contains three full consonant- 
strokes the outline may be written on the line. 



26 COMPLETE SHORTHAND MANUAL. 

63. The following writing exercise to be written and 
handed in for correction. Rewrite ten times ; after which 
to be written from dictation three times in ten minutes > 
without placing the vowels. 

WRITING EXERCISE. 

Soap, sight, buys, cheese, siege, choose, ox, scow, fees, 
vows, see, this, saith, essay, size, ashes, seal, less, soon, oars, 
rice, sorrow, miss, sun, nice, song, signs, sways; yes, house. 

Toast, step, laces, successes, steer, roaster, faces, sources, 
story, Moses, boasts, state, steel, Hester, bolsters, passes, 
musters, steam, most, just, stoops, nests, paused, haste, 
hosts, yeast, houses, stitch, sting, vests, guesses, diseases. 

Text, next, mask, deepest, exercise, biggest, Rochester, 
molest, ballast, surmised, disposes, invests, season, lustre, 
justify, revised, register, system, resist, Palos, monster, 
essence, assume, emphasis, science, daisy, cousin, also, 
restores, discusses, denies, bestow, reason, escape, lazy, 
gauzy. 

REVIEW QUESTIONS. — Fifth Lesson. 

i. How may each subsequent lesson be considered? 2. What 
is presented in this lesson ? 3. What is the brief sign for s and 
#, and what is it called ? 4. On which side of the straight per- 
pendicular and sloping strokes is it written ? 5. On which side 
of the horizontals? 6. On which side of the curves? 7. How 
is the circle turned between strokes ? 8. What is the name 
of the large circle, and what does it represent ? 9. What is the 
name of the small loop, and what does it represent? 10. What 
is the name of the large loop, and what does it represent? 
11. Where is the large loop never written? 12. How is the 
small circle added to a large circle or loop ? 13. What is gained 
by having different signs for the same letter ? 14. Give the 
rules for using the stroke for s. 15. When the sound z begins 
a word, how is it always expressed ? 



SIXTH LESSON. 2/ 

SIXTH LESSON. 
WORD-SIGNS. — PUNCTUATION MARKS. 

64. There are a few hundred words which, by reason of 
their frequent occurrence, must be written over and over 
many times in the course of an hour's reporting ; and, to 
save time, these words are abbreviated, some of the con- 
sonants being omitted. The most frequent occurring words 
in the language are those in the lists in this and the follow- 
ing lesson, and they constitute nearly one-third of all the 
words used in ordinary correspondence \ and for this reason 
they are represented by the briefest signs, — the consonants 
and vowels written in different positions. There is no 
method of study that will obviate the necessity of a perfect 
familiarity with the following and all subsequent lists, and 
to the task of committing the first two lists to memory the 
learner should now apply himself. 

65. The shorthand characters are called word-signs, and 
the printed words represented by the signs are called sign- 
words. Remember to use the proper word-sign instead of 
the full outline in writing any of the sign-words, which are 
always to be written just as they are given in the lists. 

66. When a sign-word is printed with a hyphen, the sign 
represents both the word preceding the hyphen, and the one 
composed of the letters before and after it; thus, give-n 
represents both give and given. 

NAMES OF THE SIGNS. 

67. Every shorthand character has a name, and the 
student who desires to make the most satisfactory progress 



28 COMPLETE SHORTHAND MANUAL. 

will not fail to learn the names of the different signs, simple 
or compound, which will be presented in each subsequent 
lesson. Naming the sign or outline is practically, as has 
been aptly called, " spelling the word phonograph ically." 
As in longhand, if the writer cannot spell the word cor- 
rectly, he cannot write it correctly; while, on the other 
hand, if he is familiar with the spelling, then the word will 
be correctly written ; so, in shorthand, if the learner has a 
clear conception of the outline w T ith which the word should 
be written, then he can name the shorthand signs of which 
that outline is composed, — that is to say, can spell it phon- 
ographically and write it with its proper signs. The act of 
shorthand writing may be said to consist of forming in the 
mind pictures — shorthand characters — of the words to be 
written, and then tracing them on the paper. 

68. The list should be written fifty times, and, to assist 
in memorizing the signs, it is suggested that the learner 
speak the name of the letter at the time of writing ; thus, 
" up is p on the line ; hope, happy, party, p through the 
line." Or, if more convenient, he can say, " up, p two ; 
hope, happy, party, p three." " One " signifies above the 
line; "two," on the line; " three," through or below the 
line. It is also an excellent practice, after having written 
the list twenty-five or more times, to cover a line of word- 
signs with a slip of paper and write the proper sign for the 
sign- words ; then cover the printed word and speak the 
word for which the shorthand sign stands. 

TO THE LEARNER. 

69. There is nothing particularly difficult in the learning 
•of this lesson. What it requires more than anything else is 
the exercise of a little patience and perseverance, and a rea- 



SIXTH LESSON. 



29 



sonable amount of practice in writing the shorthand signs. 
There is no mental work, — no real study about it, — for, 
as is well known, " we learn to do a thing in the doing of 
it;" so, in copying the signs fifty times, you are not only 
" doing," — learning to execute the signs, — but at the same 
time memorizing them. 

70. A vivid first impression of a word-sign will aid very 
materially in the memorizing of the signs; and for that 
reason the signs should be written very carefully at first, 
particular attention being given both to the position of the 
sign and its name. Sufficient attention to make the first 
impression a vivid one, and following the directions given 
in this and the two preceding sections, will niost surely and 
quickly lead to the memorizing of the lists. 

Note. — The learner's attention is also called to the author's 
method of learning the word-signs, a notice of which is given under 
u Auxiliary Books, etc.," to be found near the close of the Manual. 

CONSONANT WORD-SIGNS. 



-\, up, P 2 

.^ hope, happy, party, P 3 

_\ by, B^ 

\. be, object, B 2 

-\l objected, B 2 B z disjoined 

-\- to be, B 3 



Ju at, out, T B 

A— its, it is, it has, T 2 - 
\ itself, T z -iss 
I at first, T*-steh 

J__ dollar, Z) 1 

J_ do, D 2 



30 COMPLETE SHORTHAND MANUAL, 

__V subject, iss-B 2 

_\|. subjected, iss-B 2 - D z dis- 
joined 



joined 
it, T 2 



-/.- much, charge, Chay* 
S— advantage, J 2 
-/- large, / 3 

common, kingdom, K 1 

r^— come, country, K 2 

because, K x -iss 

— _ give-n, Gay 1 
--— - together, Gay 2 

if, F 1 

.k_ for, fact, F 2 
J^. few, half, F* 



J... had, advertise-d, Z> 3 

/ 



each, Chay ] 



... change, which, Chay 2 



Z 

ever, V 1 

V have, F 2 

l ._ however, V z 

Ss^ several, iss-V* 

X. think, ///* 2 

_/__ thousand, thank-ed, Ith z 

( 



. thee, thy, Thee 1 
I... they, them, Thee 2 



./ though, thou, Thee* 

i 

— j. these, thyself, Thee x - *«• 



_t 



this, Thee 2 -iss 



71. As will be observed, many of the sign-words in the 
above list are words of one consonant, and the word-sign 
is simply that consonant written in a certain position as 
regards the line of writing ; this makes the learning of the 



SIXTH LESSON. 



31 



list comparatively easy. The word- signs of the vowel list 
are more difficult to memorize • however, the memory will 
be aided by observing that the word-sign is the principal 
vowel in the word, and, for distinction, is written in one of 
three directions, P, T, Chay, and in one of two positions, 
above or on the line. The list is to be written fifty times. 

The dash-vowels are named by adding et to the above 
letters ; thus, Pet, Bet, Tet, Det, Chet, Jet. 

72. VOWEL WORD-SIGNS. 



all, Bet 1 

I 
already, awe, Det 1 

/ 

.__ ought, Jet 1 

\ two, too, Bet' 2 

L__. O, oh, owe, Det' 1 

__/_ who, whom, /et 2 

the, light dot 1 



___of, Pet 1 



_ how, Chet below the line 

V 

I, eye, high, Pet 1 -Ret 



.or, Tet 1 



on, Chet 1 



\ to, Pet 2 



_J but, Tet 2 



he, should, Chet 2 
a, an, and, light dot 11 
ay, aye, Bet 1 - Ret 



32 COMPLETE SHORTHAND MANUAL. 

PUNCTUATION MARKS. 

73. The comma, semicolon, and colon are written the 
same as in longhand. 

period interrogation hyphen exclamation dash 

l or x I •• lor} x 

quotations pleasantry grief doubt under-score 

-'i--_'-:..l___((J)L_Q. 



-//- 



74. Read the following exercise until it can be read as 
readily as if written in longhand ; then copy ten times. The 
full outlines are vocalized ; the balance are word-signs. 

READING EXERCISE. 

.Ia-LLa l^UU-^^li 

( ; A\- I .'< .. N JXLa-. 

-4-i-,-i-/-(-_.:_..^. f 1 -^- 



SIXTH LESSON. 



33 



^±L-/-— A.(.-..iv r.L 



JLk±i 



_rp_ 



iuii>_a.i±i 



J^ \ 



jc ,_„z^..ii-./:„..\- L^x 



.|..:._.<:./.--t— '— >'-'----------"- Si - 




75. The following writing exercise contains all the word- 
signs in the above lists. The few words that are not sign- 
words are printed in italics, and are to be written in full and 
the vowels properly placed. Copy again and again; and 
finally write, from dictation, three times in twelve minutes, 

3 



34 COMPLETE SHORTHAND MANUAL. 

WRITING EXERCISE. 

Several of them think they ought to go. O, I think they 
charge each a dollar, but it is too much. Of all who should 
come, two ought to go on. Suppose they should be sub- 
jected to a large charge, have they much advantage at first? 
It is to the advantage of the party to go into the country. 
It seems they hope to be happy if they come up together. 
Whom have they to thank for it? They gave out this sub- 
ject, " A change of kingdom or of country.' 7 It is objected 
to by some who had come because they think it is to thy 
advantage. Those who have come have thanked thee and 
given a dollar each ; however, some object to it. They 
have come. But few had ever said it is too high. They 
already have them at an advantage. How much do 
they owe thee? An eye for an eye, and a tooth for a 
tooth. The subject itself was given to them on Tuesday. 
I think it is common for them to do this. They said 9 
"Awe, oh," or "aye." It has come to this. 



SEVENTH LESSON. 

CONSONANT WORD-SIGNS (concluded). 

76. Again we remind the learner of the necessity of 
memorizing the word-signs ; they should be learned as 
well as the letters of the alphabet itself. They are the 
" backbone " of reporting, and he who has not the patience 
necessary to learn the different lists may safely conclude 
that he will find his vocation lying in some other direction 
than that of shorthand. The following list is to be written 
fifty times, according to directions under section 68, which 
see. 



SEVENTH LESSON. 



35 



~£__ those, thus, Thee^-iss 

Jo_ this is, this has, them- 
n selves, Thee 2 -sez 

see, saw, S 1 

JJL so, say, S 2 
_.V_. us, use, S* 
-Z.,was, Z 2 
_.V. use, Z 3 

o ..-, 

is, his, tss 1 

„q_. as, has, iss 2 

Jj here, hear, her, R x 

j^v our, hour, R s 

hers, herself, R 1 -iss 

J^y ours, ourself, R z -iss 
_r^v ourselves, R B -sez 

: me, my, M x 

^am, may, him, M 2 
-^home, M z 



myself M l -iss 

<0> himself, M 2 -iss 
in, any, ^V 1 

no, know, N 2 
} own, N z 

is as, is his, his is, his has, 



-0_, as has, as h-is, has his, has 
as, sez 2 

~fl-_ first, steh 2 



wish, she, Ish l 



-J- shall, shalt, Ish 2 
^J__ usual-ly, Zhay 2 
C _ will, wilt, Lay 2 
v^ whole, Lay z 

-^ are, R 2 ; or, 
are, Ray 2 
influence, N l -iss 



36 COMPLETE SHORTHAND MANUAL, 

X-^ your, Yay 2 

jCJ yes, 

h~* yes sir, Yay 2 -sez 



* thing, Ing 1 

>»■*£ language, Ing 2 
^.long, along, Ing* 
__.. why, Way 1 
—A way, Way 2 
pv.away, Way 3 



yours, yourself, Yay 2 * 

iss 



y4- holy, Hay 3 
now, N 2 -Pet 



±s**£. new, knew, N 2 - Chet 



REPORTING PRINCIPLES. 

77. The past tense may be shown by d disjoined, as in 
" objected ; " and where the word ends in s, by changing 
iss into steh, as in " influenced.' ' 

78. The plural number or possessive case of a noun may 
be indicated by adding iss. 

kingdoms things dollars languages hours 

_____ L 



=V 

79. The small circle may be added to indicate the third 
person singular of a verb in the present tense. 



?ives comes 



hopes 



-V 



thinks 



) 



I 



80. Is, as, his, has, self, and us may be joined to a word- 
sign by iss. 



SEVENTH LESSON. 37 

of his for us it is he has myself 

>• _W I j_ -?____ 

81. In applying the principles in sections 70 and 71, if 
the word ends with a circle, the circle must be enlarged. 

influence influences gives gives us 

v_j>. v^P- —0. — 0- 

82. Selves may be indicated by enlarging the circle. 

ourselves yourselves themselves 

.___> £ __fc___ 

83. Enlarging the circle word-signs is, his, as, has, adds 
to these words another circle word-sign. 

is as his is as has has his 

____°_ ° Q__„_Q__ 

84. When a word-sign represents two or more words, 
they are usually of different parts of speech, or have some 
other distinguishing characteristic which will readily deter- 
mine the word to be used. 

TO THE LEARNER. 

85. It is an excellent practice, when reading an article, 
to note the sign-words, and picture in the mind the signs by 
which the word is represented ; learn to mentally outline, 
not only word-signs, but full outlines. The word-signs must 
be so thoroughly learned that they can be written and read 
instantly, and you should apply yourself, diligently and faith- 



38 



COMPLETE SHORTHAND MANUAL. 



fitlfy, to the mastery of this part of the phonographic art. 
Do not let any impatience or indolence prevent you from 
giving to every exercise the required amount of practice, 
both in reading and writing. 

86. The following exercise, with the exception of the few 
words that are vocalized, consists of word-signs only. . Read 
and copy the sentences ten times. 

READING EXERCISE. 




\ ° / 



£_L,a^llL. 






^jL. 



--A 



_,/(„._ 



„zr__\AjL_„\L_l 



-0 




J • "^ 



~> 



-C 



.£.. 



X-l-.o^,. 



-r-^V- 



~> 



V 



jC 



JQ i.___^_y 



SEVENTH LESSON. 






--£— 



39 



st-± 



^L«_L_i _ 



-_Z 






+ 



w ^ 












\_zf 



. J' 









x L^-b 



._(..^__^ 



Ck ) 



1ZL 

^. / 



4-0 COMPLETE SHORTHAND MANUAL. 

87. The following writing exercise contains all the word- 
signs in the above list, together with some in the preceding 
lesson. Words printed in italics are not sign-words, but are 
to be written in full. Write the exercise again and again ; 
and finally to be written, from dictation, three times in fifteen 
minutes. 

WRITING EXERCISE. 

He will see those first who come on Saturday. This is 
the whole thing in our own language. I know she ought to 
see to these things. Though it is ever thus, but few think 
it should be so. They know it themselves, for they saw it. 
This has come to stay. This has his influence, and he will 
use it to her advantage. Yes, I know he said this : " They 
usually come here on the first of the month" He says he 
will give us the use of his home for an hour or two. She 
herself knew it was to be given to him. Is he to go along 
and hear her speak on the subject which was given a long 
time ago ? As I said last Sunday, I shall come by myself, 
as usual. It is ours, and, if they wish, will come for it our- 
selves. His is as large as ours. No, I shall go home now, 
anyway. Am I to go, or will he go himself? If thou wilt 
give him thy influence, he will thank thee for it. It is hers, 
and thou shalt give it back to her thyself. Yes, sir ; it is a 
holy hour; why do they ask? It is common for them, like 
ourselves, to come this way. May he come and see me ? 
Your road may be the best, but my way will take them away 
up high. His is a new thing. They say he will be here 
next Sunday. 

REVIEW QUESTIONS. — Seventh Lesson. 

i. How may the past tense be shown ? 2. If the word ends 
in s, how? 3. How is the third person singular of a verb in the 
present tense indicated? 4. How is .revindicated? 5. Selves, 
how ? 6. What words may be added by a circle ? 



EIGHTH LESSON. 41 



EIGHTH LESSON. 

DIFFERENT METHODS OF EXPRESSING 
W AND Y. 

88. As has already been stated, each lesson presents 
some new principle of abbreviation, some shorter method 
of representing letters, syllables, and words. In this lesson 
is presented a briefer method of representing w and y. Re- 
member that each new principle adds to the facility of 
writing words where such principle can be applied, and at 
the same time gives material for increasing speed ; hence 
the necessity of thoroughly learning and applying these 
principles is obvious. 

89. W is expressed in three ways : by a stroke, semi- 
circle, and a hook. The rules for the use of the stroke 
are as follows : — 

(a) When w is the only consonant in the word. 

Waugh woe woo 

X_j- — =t 

(J?) When initial w is followed by s, st, or str, 

wise ways west Wooster wasp 

V 

SL-J3 — 3 — - v -- 

(V) When w is preceded by an initial vowel, 
awoke awake Owasco 



42 COMPLETE SHORTHAND MANUAL. 

W REPRESENTED BY A HOOK. 

90. In order to secure better outlines, and for conveni- 
ence in joining, w is represented by a hook when the next 
consonant following w is L (up or down stroke), M 9 N, or 
Ray. 

. Edwin wealth war Wimrick Wednesday unwell 

91. The circle is prefixed to the ze/-hook by writing it 
distinctly within the hook. 

swallow swim swine swore 

-(£ °<T^ ^ v^ 



92. The names of the z^-hooks on Lay, M, N y Ray are 
as follows : Wel> Went, Wen, Wer. 

93. With the /^-circle and Z£/-hook:. iss-Wel, iss-Wem, 
iss-Wen, iss-Wer. 

94. The learner should copy the above outlines not less 
than twenty-five times. Familiarity with, and skill in trac- 
ing, every new outline is absolutely necessary. Beginners 
are in the habit of writing the easy combinations the desig- 
nated number of times, but "skip" the hard ones; this is not 
as it should be, but every new outline, whether difficult or 
not, should be written many times. 

W REPRESENTED BY SEMI- CIRCLES. 

95. The semi-circles, representing the simple power of 
w, are joined at an angle to the consonant-strokes and in- 
variably open to the right or left ; when opening to the 
right they are called weh, to the left, wuh. 



EIGHTH LESSON. 43 

wave wade watch wink wag 

_.k_-_.i ?''■■ ■ ^ ■■ V - 

96. The semi-circles and hooks are also used between 
strokes. 

unwed tweak unwell unworthy 

97. The circle may be prefixed to the brief signs by 
writing it distinctly within the sign. 

sweet switch dissuade Ipswich 

1 / 



98. The names of the outlines for the words illustrating 
the principle under section 95 are as follows: weh-V 2 , 
weh-D 2 , wek-Ckay 1 , wuh-Ing^K, wuh-Gay z . Section 96 : 
N-weh-D 2 9 T x -wuh-K, N 2 -wel 9 N^-wer-Ith. Section 97 : 
zss-weh-T 1 , iss-weh-Chay 1 , D 2 -iss-weh-D, P^iss-weh-Chay. 

99. In the use of the semi-circles either weh or wuh 
may be used, according to convenience of joining. 

100. The use of the nomenclature, or the naming of the 
outlines, as illustrated above and in the word- signs, is an 
admirable feature of the Graham system, and the learner 
is advised to become familiar with it. Every shorthand 
character has a name, and the naming of the signs enables 
us, as it has been aptly termed, to "talk shorthand." The 
use of this " naming " enables the teacher to describe an 
outline, to tell the learner how to write certain words or 
phrases without putting the sign upon paper ; in the one 
case he gets a clear conception of the outline to be written^ 



44 COMPLETE SHORTHAND MANUAL. 

through the sense of hearing, in the other, through sight 
The advantage of indicating outlines by naming them can- 
not be over-estimated. 

THE STROKE FOR Y. 

101. The stroke for y must be used as follows : When y 
is the only consonant in the word ; when initial y is followed 
by iss or steh ; when y is preceded by an initial vowel. 

ye yew yes yeast oyer 

r *. r 



£— 



_£ 



-V-- 



Y REPRESENTED BY SEMI-CIRCLES. 

102. The semi-circles for y, representing the simple 
power of that letter, open upward and downward, and are 
joined at an angle to the consonant strokes. The sign 
opening at the top is called yeh, at the bottom yuh. 

yoke yellow Yates yam unyoke 

..-.w^-.—^r- 1,..., jsUri-— . 

(a) The semi-circle is used not only at the beginning of 
words but between strokes, as illustrated in " unyoke." 

{b) The convenience of joining determines whether yeh 
or yuh is to be used. 

BRIEF SIGNS WRITTEN IN THE PLACE OF THE VOWEL. 

103. A convenient method of expressing w and y, with a 
following vowel, is provided by simply writing the brief sign 
in the place of the vowels ; shading them for the long vow- 
els, and making them light for the short vowels. 



EIGHTH LESSON. 45 

104. The union of the brief sign for w with the following 
vowel is illustrated in the table below ; the dot series are 
represented by the brief sign opening to the right, the dash 
series by the sign opening to the left. 

DOT GROUP. DASH GROUP. 



we wa wah wau wo woo 

1 .1 jL 1 .1 A. 

wi we wa w5 wu woo 

105. The union of the brief sign for y with a following 
vowel is as follows : The sign opening upwards representing 
the dot series, downward, the dash series. 

DOT GROUP. DASH GROUP. 



X 


± J, 


.1 


±. 


1 


ye 


ya yah 


Yau 


yo 


yoo 


.i 


A. J_ 


1 


I. 


I. 


yi 


ye ya 


yo 


yu 


yoo 



106. The use of the brief sign for w and y disjoined, 
and written in the place of the vowels, is used principally 
between consonants, where the hook, or semi-circle, could 
not be joined to advantage. 

quick bequest twist lawyer 

* v. f C\ 



46 COMPLETE SHORTHAND MANUAL. 



TO THE LEARNER. 

107. The necessity of a thorough understanding of every 
principle presented in each advanced lesson cannot be 
urged too strongly. The experience of Charles Dickens, as 
given in his own language in " David Copperfield," will be 
the experience of every learner of shorthand who only half 
masters the principles. It will be as impossible to make 
satisfactory progress in the art without thoroughly under- 
standing the principles presented in each lesson, as it would 
be for a workman to erect a building without a suitable 
foundation. 

Do not get the impression that you are smarter than 
others who have learned shorthand, and that it will only be 
necessary for you to "glance over the lessons." If you do 
you will be disappointed, for you will find that you will have 
the work to do over again, providing you did not thoroughly 
master the principles as they were presented. Take this 
lesson as an illustration as to what should be done ; first, 
ask yourself the question : " What is the object of this les- 
son, and what does it present ?" It presents the different 
methods of representing w and y, and illustrates the rules 
where the different methods are to be used. 

If you are to write a word in which w must be repre- 
sented, find out first if it is to be written with the stroke ; 
decide this by reference to the rules under section 89. Is 
it to be represented by a hook ? This will be decided by 
reference to section 90. If it is not to be represented by a 
stroke or hook, then the brief sign must be used. If a word 
is to be written in which y must be represented, apply the 
rules for writing that letter ; decide this by reference to 



EIGHTH LESSON. 47 

section 101 ; if the stroke is not used, then it is to be repre- 
sented by the semi-circle. 

It may be asked : " Must a similar process be gone 
through with every time a word is to be written in which 
w and y occurs? " By no means ; for, if the principles are 
thoroughly fixed in the mind, there will be no more hesi- 
tancy as to which method is to be employed for represent- 
ing the letter than there is in deciding, in the common long- 
hand, when w shall be written with a capital letter, or that 
we put a period at the end of a declarative sentence, or an 
interrogation point at the end of an interrogative sentence ; 
there is no mental effort about it. So it will be in applying 
the principles in shorthand \ after they are thoroughly un- 
derstood they will be applied with no thought or mental 
effort as to which method of representing the letter is to be 
employed. Say to yourself: "I will begin with this very 
lesson, and will not leave it until I am as familiar with the 
principles presented as I am with the letters of the alpha- 
bet ; " let this be your method of practice with every lesson, 
and success is guaranteed. 

108. The following exercise is to be read and copied ten 
times. 

READING EXERCISE. 



1.^:. 






48 COMPLETE SHORTHAND MANUAL, 



Al. / 






-r 



ra...._^ 



n L 



„_£_ 



f 



-V— 



_.K___, 



J__._.._v:_.o„„C 



jv- 



.JUL 



_g / c/ *_ __ 



j 



^"T— -t" 






-L.Z_ 



.-—!• 



/_ 



_ JsJ^L *s*—d * ./-__ -! 



49 



_LiJ_jJr... 



*-H- 



109. The following exercise is to be written, corrected, 
and then rewritten ten tinies. 

WRITING EXERCISE. 

Weigh, awoke, Owego, sway, Wooster, waist, wane, wit, 
weed, watch, weaver, wash, wig, switch, sweet, Dwight, 
twang, yore, quire, swarthy, web, swine, Yale, yams, un- 
weighed, twig, youth, folio, inquest, washings, twain, wings, 
wealth, widower, Webster, weakness, Oswego. 

The following speed sentence is to be written, from dicta- 
tion, fotir times in one minute. " To study the lives and 
laws of the wise of our own country is the common thing in 
our day and age." 

REVIEW QUESTIONS. — Eighth Lesson. 

i. By what signs is w expressed ? 2. Give the rules for the 
use of the stroke for w. 3. On what four letters is w expressed 
by a hook ? 4. How is the circle prefixed to the -zez-hook ? 
5. What are the brief signs for w and y ? 6. How are they 
joined? 7. How is the circle prefixed to the brief signs? 
8. When is the stroke forj used? 9. How are w andj/ with a 
following vowel expressed ? 10. Where is the brief sign for w 
and _y, disjoined, principally used ? 

. 4 



So 



COMPLETE SHORTHAND MANUAL. 



NINTH LESSON. 

110. Directions for learning the word-signs will be found 
in section 68, which see. The following list is to be written 
fifty times. 

W AND Y WORD-SIGNS. 



we, with, wek 1 

_ c__ were, wek' 1 

what, wuh 1 

^_9_ would, wuh 2 
ye, year, yeh 1 

.U__ yet, yeh 2 

Jl... beyond, yuh 1 

'.-o__ you, yuh 2 

i^c. while, we will, wet 1 



L well, wel 2 

.__ we are, wer 1 

where, wer 2 

aware, wer s 

Z^_ we may, with me, with 
my, wem 1 

<r - rN with him, wem 2 

when, we know, wen x 

S^-^c one, wen 2 



TO THE LEARNER. 

111. You must write well before you attempt to write 
rapidly. Badly written shorthand takes too much time to 
decipher. Speed comes of familiarity with the principles, 
and the application of the same in much writing. We hear 
the name of a friend, and immediately we recall his features ; 



NINTH LESSON. 5 I 

it is something like this in writing words in shorthand, only 
instead of seeing the word, we hear it spoken, and immedi- 
ately the outline for that word is presented to the mind, and 
the degree of facility with which we trace the outline will 
depend upon the number of times we have written it. 
Words must be written without mental effort to recall the 
sign. When this can be done the learner may write as fast 
as he can, and every hour's practice in writing the outlines 
for words, or signs for the same, will increase his speed. 

112. The following exercise is to be read and copied ten 
times, 

READING EXERCISE. 



-V 



_./_ 



^__^_.L _._(__ ^_._±r..i..L_/„_A...,.l. 



.<?____\_ 



E> s • i • / y r y..^M-£. 



52 COMPLETE SHORTHAND MANUAL. 



_£i^U_-_ 



._^L. 



Ji^-C-. 



r 



2 .„/ ..[.. i .,_,^„-_..,.._n.„^.__..__:.__. 



/" 



____<!_ 
:___/:..._-. 




*~x i^ 


.l___^_---__-,„-25._.L_LJ„.l 



^ 



£ 



L.._.k_. 






NINTH LESSON. 53 



^W_ t ._^K 



A ~ M 1 U 



113. The following exercise contains all the w and j> 
word-signs. To be written, from dictation, four times in 
fifteen minutes. Words in italics are not word-signs. 

WHITING EXERCISE. 

They are aware we were with him several times this week. 
Well, while you are with me we will do well by you ; do you 
object to this? When will you know what they will do? 
We know where you will go and what you would have us do 
with the work. Do you think it is well for him to go 
beyond the city ? He has yet to show us how we will make 
these things. We will still think well of him if he will do 
the right thing. When you spoke of all it would do, he said 
he would go with you. 

James Smith, New York. The party for whom you are 



54 COMPLETE SHORTHAND MANUAL. 

to make the boxes says it will be necessary to make them 
sixteen inches long, twelve wide, and four deep. He also- 
asks if you will wait on him three months, as he is out of 
money just now, but will pay you by July first. What answer 
shall I give to his request? 



TENTH LESSON. 

RULES FOR UPWARD AND DOWNWARD 
L, R, AND SH. 

114. For convenience of joining to other consonants, r is 
represented by a curved and straight stroke, and / and sh 
are written both upward and downward. The rules govern- 
ing the use of these strokes are as follows : — 

(a) Downward R is used when r is preceded by am 
initial vowel, when r is the last sound in a word, and when 
r is initial and followed by m. 

ark army Arp door fear Rome sore 



-*v 



(d) Upward R is used when it is the first letter in a 
word, and when it is followed by a final vowel. 

wreck rag wrath rich Mary reason Dora 



(c) Downward L is used when / is preceded by an initial 
vowel, and when it is the last sound in the word. 



TENTH LESSON. 55 

elk elm file pale vowel 



(a 7 ) Upward L is used when / is the only stroke-conso- 
nant in the word, when it is the first letter in a word, and 
when it is followed by a final vowel. 

sale lower lime valley pillow lathe lap lobe 

(e) Upward sh is used after T and D, and before and 
after Lay ; the down stroke for sh is used in almost every 
other case. 



tush dish polish shallow cash rash 

— ^ — «*■ 



LL_.it 



(/) In the middle of words use the up or down stroke 
for either letter, according to convenience. 

(g) Exceptions to the above rules are when the junc- 
tion with a preceding or following consonant would be 
inconvenient. 

(h) By reason of the forward movement of the pen in 
writing the upward stroke for / (Lay), many reporters use 
it instead of the downward stroke at the end of a word, 
whether a vowel follows or not. 

TO THE LEARNER. 

115. The utmost familiarity with the rules given in this 
lesson is necessary, to the end that the writer will not hesi- 
tate a single instant in determining which stroke is to be 



56 



COMPLETE SHORTHAND MANUAL. 



used, any more than there is in deciding what letters shall 
be used in writing a word in the common longhand. 

The learner who shirks the labor necessary to thoroughly 
master every rule and principle in each lesson, and apply 
the same in writing, may safely conclude that he has not 
the necessary qualifications to succeed in shorthand, or any 
other profession where close application and faithful study 
are necessary to success. 

116. The following exercise is to be read and copied ten 
times. 




TENTH LESSON. 



57 



^VH^^^jst^n:^ v 



<r.____o_ 



L/ 



«ilJv^LJCCid^2 



t> 



b^- 



tr* 






j£L 



.L_ 



J*l 



4d£ 



jLL^^ .x-V_i 



1 _x 



L-2*. 



^=Li L_2 



.i_i/i^ 



v 






^L^n 



A. 



A ° _/^ 



4JL._(LZ-C 



_>__._. 



58 COMPLETE SHORTHAND MANUAL. 



+-> -^ 



I" CL 



117. The following words are to be written, corrected, 
then rewritten ten times. 



WRITING EXERCISE. 

Ark, Arab, arm, earlap, oar, armory, bar, far, tear, shear, 
chore, four, shower, ream, repay, rack, raid, wrath, rash, 
relay, wrong, rainy, review, repack, write, rock, rage, rosy, 
carry, story, steamer, bureau, earth, Mary, wreath, rich, 
misery, gory, tarry, notary, revive, revenue, injury, victory, 
votary, Azro, Ruth. 

Elk, length, Longly, Almira, listen, alike, Lang, lung, elm, 
fail, gale, file, vessel, kneel, rail, seal, likeness, tallow, slack, 
lame, laces, look, lap, counsel, billow, fellow, filley, valley, 
wisely, comely. 

Shawl, slush, tissue, lash, Shaw, Nash, cash, polish, sash, 
Jewish, rash. 

Write, without vowels, the outlines of the following words ; 
correct and rewrite five times. Engage, receipt, Mexico, 
dispose, rescue, dialogue, demagogue, enigma, capacity, 



ELEVENTH LESSON. 59 

music, officer, custody, despatch, gazette, affair, succeed, 
sublime, exceed, infect, barrier, rebuke, furrier, solitary, 
excels, elbow, rejoice, business, intimacy, dismal, female, 
knock, egotism, disengage, damsel, Tennessee, epidemic, 
survive, apology, enforce, ramify, dispose, poetic. 

The following speed sentence to be written, from dicta- 
tion, five times in 07ie minute: "Thomas gives many 
reasons why they should abolish the law at this season of 
the year." 

REVIEW QUESTIONS. — Tenth Lesson. 

I. What are the two strokes for r? 2. Which one is written 
upward, and which downward ? 3. What are / and sh called 
when written upward? 4. Give the rule for the use of the 
down-stroke for r. 5. The up-stroke. 6. Give the rule for 
the use of the down-stroke for /. 7. The up-stroke. 8. Give 
the rule for the use of the stroke for sh. 



ELEVENTH LESSON. 
H, EMP, PREFIXES AND AFFIXES. 

118. H is the weakest element and one of the most 
frequent occurring letters in the English language. It 
always comes before a vowel, and in shorthand is repre- 
sented in four ways : by a stroke, by a tick, by a dot, and 
by shading the ay-hook. 

119. The rules for the use of the stroke are as follows : 
(a) When h is the only consonant in the word, or when 

it is preceded by an initial vowel, or followed by a final 
vowel. 



60 COMPLETE SHORTHAND MANUAL. 

hoe Ohio Hugh ahead Omaha Mayhew 






(£) When initial h is followed by s, st 9 or str. 

hoes hoist hasten Hester hasp 

(c) When initial h is followed by a consonant which is 
followed by a final vowel. 

haughty halo honey harrow 



120. The tick for ^ is joined to a following consonant by 
writing it, according to convenience, in the direction of P, 
Chay, or Ray. 

hum hatch hug hill hath whey wheat whim whine 

-^_^£_g ^ .1 - "- 

Note. — The method of indicating ^ in such words as whey, 
whig, whine, and similar words, corresponds with the pronuncia- 
tion of those words, therefore, they are correctly represented. 
In the common orthography such words are written with the 
Jt after the w, although the aspiration is before. 

121. The ^-dot is placed beside the vowel, either to the 
left or above. Its use is principally between consonant 
strokes. 

adhere unhung mahogany Maheim inhale 



ELEVENTH LESSON. 6 1 

122. The learner need not necessarily confine the use 
of the dot for h between strokes, but, if more convenient, 
can use it at the beginning instead of the tick. 

heat hub head hood hath heave 

..1...A...J L„„_„__. 



-_■--<- 



123. The ze/-hook on Lay and Ray is aspirated by shad- 
ing the hook. 

whale wheel wherefore whereby 

„£"___ „f-- ^± s^L.. 

124. The advanced writer frequently omits k, except in 
those cases where the stroke is required ; and often, instead 
of the dot or tick, he simply places the vowel that follows 
the h, making no attempt to express aspiration. 

SHADED M. 

125. M may be shaded to add p or 3, a combination of 
consonants of quite frequent occurrence. The name of the 

♦shaded m is Emp or E?nb, according as the shading indi- 
cates the addition of/ or b. 

pump lump embezzle embarrass camp 

-Vk r^ *c ^? _______ 



PREFIXES AND AFFIXES. 

126. The frequently occurring syllables con and com are 
expressed by a light dot placed before the remainder of 
the word ; accom, by a heavy dot. 



62 COMPLETE SHORTHAND MANUAL. 

commit conscious convey accompany accompanist 

1 A k__..__'W^W- 

127. The affix ing may be indicated by a light dot placed 
at the end of a word ; ings, by a heavy dot. 

taking making eating having doings 



(a) When it can be conveniently joined, ings is better 
expressed with Ing-iss. After iss, Ing is frequently expressed 
by the stroke. 

sayings facings passing rising 



(J?) The Ing-dot cannot be used in words of one syllable 
which end in ing; in such words the stroke must be used. 

ring king sling 



128. The affix ing and a following the may be expressed 
by a disjoined tick in the direction of P or Chay, choosing 
that direction which is most variant from the stroke with 
which it is to be read. 

doing the giving the having the knowing the 

U'---~ w--—,. 

129. The affix ing and a following a, an, or and may be 
expressed by a disjoined tick in the direction of T or K ; 
the direction chosen is that which is most variant from the 
stroke in connection with which it is to be read. 



ELEVENTH LESSON. 6$ 

doing a giving an making a having and 



130. The following exercise is to be read and copied ten 
times. 



t^=t~--<a^J.. 



//) y<f A -/^ *\ ^ X 






V 'V 



t> 



V V ^ K \ 



- c r 



K 



<r*« 



iO$>. 



^ 



4_4 Jl. 



JL>- 



•i- 



—j. 



v 



6 4 



COMPLETE SHORTHAND MANUAL. 






L. ,. 



4 . — ^ I L^-.^v-a ffL. Li 



j 



~0-^^5^_ 



-V--^T 



1 



\ • 



L±...^.\ 



i \- 






/ • h 



> / /- N , 



•1 



1 






_ *-1 



.i_A__». 



~> 



4-fe 
C 



I 



ELEVENTH LESSON. 65 



131. A good plan to adopt in writing the single-word 
exercises is, to write the proper shorthand outline at the 
left of a page of foolscap paper, in which case the words 
will appear in column. Hand to the teacher for correction, 
and when returned fill out the line, writing the outline over 
and over again, endeavoring each time to gradually increase 
the speed as well as the general appearance of the writing. 
This plan can also be adopted in writing the word- signs the 
designated number of times. 

132. The following words are to be written, corrected, 
then rewritten ten times. 

WRITING EXERCISE. 

Ohio, haw. hoy, Howe, hiss, hisses, Hester, host, Lehigh, 
Horace, hasten, hug. health, hoggish,, help, helm, hearse, 
harm, homesick, hominy, whilst, whine, whereby, whack, 
whig, whiff, whit, whiplash. 

Stump, simple, ample, pomp, encamp, lamp, lump, ex- 
ample, embellish, vamp, camp, empower, impish, embody, 
embark. 

Compile, convey, compare, compose, conceal, confess, 
contest, conscious, consist, accompany, lacking, thinking, 
giving, feasting, posting, musings, talking, taking the, doing 
the, jumping, eating the, living and, seeking a. making an, 
rising, doings, kings, facing, sing. 

5 



66 COMPLETE SHORTHAND MANUAL. 

Practise the following letter until it can be written from 
dictation, four times in five minutes : — 

Hugh Smith, Cincinnati, O. 

We wish you would make out your bill for last month, 
and we will arrange for paying it by the first of July, We 
hope our delay in paying the sum due will in no way em- 
barrass you. It is our desire to make up for any loss the 
delay may have caused you, knowing this is the way you 
would do by us. Thanking you for waiting on us so long, 

we are, Yours sincerely, 

James & Huson. 

KEVIEW QUESTIONS. — Eleventh Lesson. 

i. Before what class of letters does h always occur? 2. How 
many, and by what signs is h expressed ? 3. Give the rules for 
the use of the stroke for h. 4. How is the tick for h used? 

5. Where is the h-dot placed, and where is it principally used ? 

6. M is shaded to add what two letters ? 7. How are the pre- 
fixes con and com indicated? 8. Accom, how? 9. How may 
the affix ing be expressed? 10. Ings, how? 11. When ing 
occurs in words of one syllable how must it be expressed? 
12. How is the affix ing and a following the indicated? 13. Ing 
and a following a, an, or and, how ? 



TWELFTH LESSON. 

CONTRACTIONS (FIRST LIST). 

133. In addition to word-signs, which have already been 
explained, and four lists presented, every system of short- 
hand has also a list of contractions, — words not written in 



TWELFTH LESSON. 



6 7 



foil, but, as the term implies, contracted. The former usu- 
ally consists of a single stroke with or without hook, loop, or 
circle, while the latter consists of two or more of the princi- 
pal consonants of the word, with or without hook, loop, or 
circle. The lists are made up of :f frequent occur- 

rence, and words difficult of rendition in their full form. The 
lists must be as thoroughly familiarized as the word-signs. 

134. The directions given for learning the word-signs 
also apply to the learning of the contractions. See section 
6S. The following list is to be written fifty times. 



.__/— acknowledge, K-J- 
anything, A rl -Ing 



_ anywhere, inquire, 
N 1 - 



r 



familiar-ity, F--M 
forever, F--V 
highly, I will, Pet*- Lay 



impossible, impossibil- 
ity, Emp 1 -iss 

important-ance, Emp 1 
I into, AT-T* 

onto, Ret 1 -Pet 

> irregular-ity, R - - Gay 
/ knowledge. N-J' 1 



■^ become, B--K 

- -k- disadvantage, D--iss-J 
— -^- enough, iY-F- 



— notwithstanding:. AT l -T 

intersecting 

_V_ nothing, N-Ith- 

_X__ objector, B - R 

\ 

-S peculiarity, P--K 

s^S— refer, Ray--F 

-/Vl referred. Ray*-FD dis- 
joined 



refers-ence, Ray - • F- iss 
iC____ regular-ity, Ray - ■ Gay 
s\ . represent, Ray 2 -P 



68 



COMPLETE SHORTHAND MANUAL. 



_^^s_ improve-ment, may-be, 

Emp 2 

.n^_ never, N-V* 

_„!sL__ nevertheless, N l -V in- 
tersecting 



<CT^w? something, iss -M 2 - Ing 

>^» whenever, wen-V 2 

o/l\* wherever, wer-V 2 



DERIVATIVES. 

135. When a primitive word is represented by a word- 
sign, a derivative may be formed by prefixing or affixing to 
the sign the necessary consonant or consonants to form the 
derivative, joining them if convenient ; if not, they may be 
disjoined. 

peculiar peculiarly familiar unfamiliar 



TO THE LEARNER. 

136. It does not take a long time, comparatively, to learn 
the principles presented in a lesson ; it is the illustrating the 
principles in writing that requires time, and this is the real 
work in learning shorthand, and is generally where the 
learner fails. He does not write enough. He seems to 
have forgotten the three rules, practice / practice / practice / 
If you are not writing the exercises the designated number 
of times, then you should set yourself to this task at once, 
and never leave a lesson until this part of your work has 
been well and faithfully done. The best teacher in the 
world cannot help you in this respect. The real work 
must be done by the learner himself And this work, we 
repeat, is practice ! practice I practice ! 



TWELFTH LESSOX. 



6 9 



137. The following exercise is to be read and copied ten 
times, 

READING EXERCISE. 



^ V 



v>. 



_ C 






.j;-_v^__-,...^._v.r__^_.:...^. 



_)____ 



_ ___^__.. 



• r 



-JL /- 



-A-..U.- 



JL_ 



. z^T^ /. w>__ 



C - N 



A— 



.^.1 



-V 



_> 



^kJLA_)sl 



\___w_ 



_iik__^_L_L L:.,___0_^J- 



t 



.^|5>. 



JO COMPLETE SHORTHAND MANUAL. 

..L_i_.[._.^.__-.^___.:...L/.__i._^._ 

138. The following sentences contain all the contractions 
in the first list. The exercise is to be practised until it can 
be written three times in eighteen minutes. 



TWELFTH LESSON. 7 1 



WRITING EXERCISE, 



I will acknowledge it is to his disadvantage to become too 
familiar with them. This peculiarity of his is referred to 
us. His knowledge is highly advantageous, nevertheless we 
are aware of his peculiarity. We will come whenever he 
has anything to do with them. The objector represented 
you as one who objected to the object they had in view. 
He forever refers his reference to us, but he is too irregular 
for us to have anything to do with him. We may do some- 
thing with him yet, notwithstanding he is never regular in 
what he has to do. Well, while you are with me we will 
represent something new; do you object to this? When- 
ever and wherever he goes it will be with my best wishes. 
If it is your wish he will come this way now. It is peculiar 
for them to refer him to us with such regularity. He was 
referred to us by James Adams, but his reference was to his 
advantage. He may think he will do the right thing. I will 
go anywhere you desire and inquire if he knows what has 
become of them. I have become familiar enough with it 
to know something as to it. If you will go into it you will 
see the peculiarity. Your familiarity with the subject is 
important. Come onto it and you will see. It is impos- 
sible for us to make the important improvement in the time 
you state. His familiarity is something we have never liked. 
It is nothing of importance to us if he does go to the city. 
We think it is an impossibility for one to do these things. 
Anything you may do will never influence me in my 
knowledge. 

The following letter is to be practised until it can be writ- 
ten, from dictation, in one minute and thirty seconds. 



J2 COMPLETE SHORTHAND MANUAL. 

James Mason, Chicago, Illinois. 

The package you asked us to forward will go by steamer 
on Saturday, and it ought to reach you by next Wednesday. 
We hope you will receive it in time to be of service to the 
party to whom you refer. 

We are just asking our customers to pay all, or at least 
something, on the bills long due. We have several large 
bills of our own to pay on the first of next month, and if 
you will help us out we will be happy to have you do so. 

Hoping we will receive check by first mail, we are, 
Yours sincerely, 

Jackson & Thomas. 



THIRTEENTH LESSON. 

JOINING WORDS. 

139. In shorthand many common words are joined with- 
out taking the pen from the paper ; this is called phrase- 
writing. Proper and judicious phrase-writing adds to speed 
without sacrifice of legibility, and the learner should make 
use of this saving principle at an early stage of his practice. 
More extended remarks concerning phrase-writing will be 
given in a subsequent lesson. 

THE AND HE JOINED. 

In order to join the to a preceding word it is necessary to 
change the sign from a dot to a light tick, which is written 
in the direction of P, Chay, or Ray ; he, although its sign is 
in the direction of Chay, when joined to a preceding word 



THIRTEENTH LESSON. 73 

may also be written in the direction of P or Ray, according 
to convenience. 

for he do the shall he may the will he give the but the 

A, L i ^ a ■ -»„, », 

(a) When it is not convenient to affix the to a preceding 
word, it is generally written with its ordinary sign, a dot 
above the line ; however, when it is joined, the word to 
which it is prefixed retains its position. 

the way the subject the most the first the day 
^ _A _*p> *B I--- 

(J?) He may be prefixed to a following word, but it 
retains its position ; that is, it is written on the line when 
it begins a phrase. 

he may he will he shall he knows he never he was 






I JOINED. 

140. When the sign for the pronoun / is joined to a fol- 
lowing word, only one half of the sign is used ; whether it 
is the first half, and written in the direction of P, or the 
second half, and written in the direction of Chay or Ray, 
is determined by the convenience of joining. 

I am I had I do I know I think I will 

— , T ^ 7 -T 



{a) /is never affixed except when it is attached to and ; 



74 COMPLETE SHORTHAND MANUAL. 

but when so joined I must be written in the first position, 
the same as if it began the phrase. 

and I and I was and I am and I will and I shall 

_L _J! 12. t L 

A, AN, AND, JOINED. 

141. A, an, or and may be prefixed to & following word 
by a tick written in the direction of T or K, but the word 
to which it is joined retains its position. 

a day and will and is and as and it a boy 

...! c '- * -1 ^ 

142. Phrase-writing is not confined to the joining of a, 
an, and, he, the, or /; the principle is extended to the 
joining of any word-sign, contraction, or full word-form, 
and the learner should, in so far as he can do so, make 
use of this principle from now on. 

(a) The first word of a phrase is written in its usual 
position, the other words following without regard to 
position. 

(J?) When the legibility of the second word depends con- 
siderably on its position, the word-sign as, if it is the first 
word in the phrase, may be written out of its position, adapt- 
ing itself to the position of the word to which it is joined. 

{/) Sometimes the first word of a phrase may be written 
further from or nearer to the line in order to bring the 
second word into its usual position also ; thus, in the phrase 
" in those," in is written nearer the line than in the phrase 
" in these.' ' As a further illustration, notice, in the list of 
phrase-signs, the position of "I " in " I do," " I had." 



THIRTEENTH LESSON. 75 

(d) When two or more words are represented by a sign 
in the same direction, they may be readily distinguished 
by reference to the context. 

143. The ticks are named the same as the dash-vowel 
signs, Pet, Tet, diet, Ket, Ret, and theoretically, are a little 
shorter than the dash-signs. 

144. Initials are represented with the ordinary shorthand 
letters, with the exception of the consonants C, Q, X, and 
the vowels E and U; these letters being written as repre- 
sented below. 

CO X E U 



145. Proper names may be indicated by placing the 
underscore beneath them. 

Harrison Jackson Mason 



146. Numbers are usually expressed with the ordinary 
figures, with the exception of one, two, and six, which, 
when standing alone, are better written with shorthand 
characters. 

147. Paragraphs may be indicated by writing two 
periods. 

148. The Parenthesis is indicated by a lengthened Ith 
and S; the two strokes are made of at least double length. 

149. The following list of phrase-signs to^ be written 
twenty-five times. 



76 



COMPLETE SHORTHAND MANUAL. 



..-../2.— .., as the, as he, iss~ Cket z 

_?^_ as to, iss -Pet 2 

$ as to the, iss- Pet z 

__Cj_ as well as, iss-Lay'^^ss 



y^?., - as much as, iss - Chay 3 - iss 



V 



...as if, iss-F 1 
...and if, Ket-F l 
_ and have, Ket-V 2 



J^ but the, Te^ -Ret 

. X— for the, F 2 - Chet 
_V?_ — f or hi s ^ pi . i ss 



PHRASE SIGNS (FIRST LIST). 
__^ .and the, Ket 2 - Chet , _.__ at^_ he may, Chet 2 -M 

— ^- and a, Ket*- Tet 

if. and is, and his, Ket 1 -iss 

,.^r£«*— and as, and has, Ket 2 -iss 



j£L he will, Pet 2 - Lay 

HI I am, Pet^-M 

.1 think, Ret-Ith 2 



1_ihad, Ret-D* 

l_„.Ido, Ret-D 2 



.is he, is the, iss -Chet 1 



K 



is of, iss -Pet 1 
in the, N-Chet 1 

L. into the. N-T 2 - Ret 

_L_, it should be, T 2 -Ret-B 

K 

„,....: if he > i£ the > F1 - Chet 



«.... . if he may, F 1 - Chet-M 

... in his, N 1 -iss 



.D. it is said, T 2 -ses-D 



THIRTEENTH LESSON. 



77 



of the. Pet l -Chet 



of a, Peti-Ket 

. or the. Tet 1 -Ret 

on the, Ret 1 -C/iet 

, on a, Ret i - Ket 

, of his, Pe^-iss 



"\ 



— should be, Ret 2 -B 



.should do, Ret 2 -D 



\> to the, Pet 2 - Chet 



.to a, Pet 2 - Ket 



JSa to his, Pet 2 -is. 



....c^r^.. you may, yzih-M 2 

.d. you will, yuh-Lay 2 

../.-.\... you will bz y ytih-Lay 2 ~B 



, we think, tveh - Ith 2 



.we wish, weh'Ish 1 



150. Each of the following phrases is to be written with- 
out taking off the pen. If the learner has familiarized all 
the word-signs, contractions, and principles, up to and 
including the present lesson, he should be able to write 
any of the following phrases, slowly, perhaps, at first, but 
with gradually increasing speed. 

The writing of the exercise is not more especially for the 
purpose of learning the phrase-signs than that the hand may 
get the required drill, — the "movement" necessary to be 
able to write with any degree of speed and facility. The act 
of shorthand writing may be said to consist of forming mind- 
pictures, shorthand characters of the words to be written, 
and then tracing them on the paper ; and the more prac- 
tice the learner has in doing this, the more rapid will be 
his progress. 

151. Practise the following phrases until they can be 
written, from dictation, three times in ten minutes. 



?8 COMPLETE SHORTHAND MANUAL. 

And-the, but-the, and-have, as-much-as, into-the, and-is, 
I-think, he-will, it-should-be, of-the, and-the, he-may, is-his, 
as-has, we-wish, of-his, should-the, you-will-do, in-this, he- 
may-be, in-any, we- will- do, of- your, for- they- were, he-has, 
do-they, I-am-ready, I-became, I-know, in-your, as-to, as- 
to-the, is-the, as-the, in-the-way, in-which, it-was, take-them, 
he-may-think, are-you, I-am-going, so-many, all-his, for- 
which, should-never, but-he, but-them, I-have, and-I-was, 
and-I-am, the-way, but-we, by-such, how-many, in-any-case, 
of-yours, it-may-be-said, have-said, it-makes, have-this, do- 
him, such-as, with- the, if- he, would-never, would-say, you- 
may-receive, by-the-way, ought-to-be, long-enough, you- 
may-write, for-as-much, those-days, we-will-be, this-period, 
some-way, think-this, for-his-advantage, may-also, I-know- 
nothing, may-have, was-right, by-such, some-reason, have- 
seen, this-is-the, this-notice, it-may-be. 

The following letter is to be practised until it can be writ- 
ten three tunes in five minutes. Dashes between words 
denote that they are to be joined. 

Jacob Smithy Duluth> Minnesota. 

What is-the carrying capacity of-your vessel ? We-desire 
to ship ore by-way of Lake Superior to Ashtabula, Ohio. 
Several parties are writing us asking if we-will give-them our 
custom on-the lakes the coming season, saying, if we-will do- 
so, they- will-do well by us. They all name steam v carrying 
vessels for-the service, but we-are disposed to have sailing 
vessels, hence our inquiry of-you. We-are willing to pay 
what is right, and-will engage-you if-the-sum you name is-as 
low as last summer. Hoping to-receive an-answer as early 
as next week, we-are, Yours sincerely, 

Simmons & Sampson. 



FOURTEENTH LESSON. 79 



REVIEW QUESTIONS. — Thirteenth Lesson. 

1 . What is phrase-writing ? 2. What is gained by the use of 
phrase-signs? 3. How are the and he affixed to a preceding 
word ? 4. What is said about the position of the when it is pre- 
fixed to a following word ? 5. Where is he always written when 
it begins a phrase ? 6. How is /prefixed to a following word? 
7. To what word may/ sometimes be affixed? 8. How is a, 
an, or and prefixed to a following word? 9. How are the ticks 
named? 10. What is said about initials? 11. Proper names 
may be indicated how ? 12. What three numbers, when stand- 
ing alone, are written in shorthand? 13. Paragraphs may be 
indicated how? 14. In what position is the first word of a 
phrase written? 



FOURTEENTH LESSON. 

INITIAL HOOKS FOR L AND R. 

152. The consonant letters / and r are classified as 
liquids, because they so readily coalesce with a preceding 
consonant, as illustrated in the words fly, glow, pray, gray. 
So closely are they united, so freely do the / and r blend 
with other preceding consonants, that the two form a kind 
of consonant-diphthong, and the pronunciation of the two 
is made, seemingly, with but a single effort of the vocal 
organs \ hence the natural method employed to express 
them, — the modification of the strokes. 

153. The modification of the consonant-strokes for / is 
by a small initial hook on the circle side of the straight 
strokes, on the inside of a part of the curved strokes, and 



80 COMPLETE SHORTHAND MANUAL. 

a large hook on Ray, M 9 and N. The peculiarity of the 
initial hook is that it is read after the stroke to which 
it is attached. 

play able clay evil addle glow eagle 

i k__i^>l_lj + ■-.:, 

154. The following table illustrates the manner of placing 
the /-hook to all the consonant-strokes to which that hook 
is attached. Copy the table ten times, speaking the name 
of the outline at the time of writing. 

TABLE OF THE L-HOOK. 



PI 


Bl Tl Dl Chi Jl Kl 


Gl 


Fl 


VI 


Thl TH'l Shi Yl Ml 

■ C C J / CN 


Nl 


Rl 



(a) The names of the /-hook are Pel, Bel, Tel, Del, 
Chel, etc. 

155. The /-hook on N, M, Ray is necessarily made large 
in order to distinguish it from the z£/-hook. 

penal enamel pearl 



156. Is A has the /-hook at the bottom, is always written 
upward, and never stands alone. 

initial official crucial 



FOURTEENTH LESSON. 8 1 

NAMING THE OUTLINES. 

157. The learner is advised to "keep well up" in his 
practice of naming outlines ; the value of this he will realize 
later on. Illustrations of the " naming" will be given in 
each subsequent lesson. The following are the names of 
the outlines for some of the words in this lesson : Section 
155 : P 1 -Nel, N 2 -Mel, P 2 -Rel Section 156 : N x -Shel, 
F^-Shel, Ker z -Shel. 

(a) The figures in the outlines denote the position in 
which the word is to be written : 1 signifies that it is to 
be written in the first position, — that is, that the first up or 
down stroke rests above the line ; 2, that the first up or 
down stroke rests on the line ; 3, that it is to be written 
through the line. 

158. The modification of the consonant-stroke for r is by 
a small initial hook on the left side of the straight per- 
pendicular and sloping strokes, on the tinder side of K and 
Gay, and on the inside of the curved strokes. 

pray eater crow adder eager pry draw azure 

v * ■ • *" 1 ^ — it *-" — - ■ ■ -J 

159. The following table illustrates the manner of placing 
the r-hook to all consonant- strokes to which that hook is 
attached. Copy the table ten times, speaking the name of 
the outline at the time of writing. 

Pr Br Tr Dr Chr Jr Kr Gr 

•\ > 1 1 /~ / 

Fr Vr Thr THr Shr ZHr Mr Nr 

^ ^ ) ) ) ) -^ _ 

6 



82 COMPLETE SHORTHAND MANUAL. 

(a) The names of the r-hook and stroke are Per, Ber, 
Ter, Der 9 Cher, etc. 

160. As the small hook on F 9 V 9 Ith 9 and Thee is em- 
ployed for /, it is necessary, in order to represent the 
r-hook on these letters, to turn them over 9 or reverse 
them. 

fry offer three either 

^ ^ 1 n 



(a) As R 9 Way 9 S 9 and Z do not take the r-hook, no 
confusion will result from the change. 

161. As the small initial hook on N and M is employed 
for W 9 and a large hook for l 9 it will be necessary, in order 
to express r on these letters, to shade the stroke. 

inner rumor banner 



(a) As Emp and Ing do not take the r-hook, no confu- 
sion will result from the shading of M and N. 

(&) The names of the outlines for the above illustrative 
words are Ner 1 , Ray z -Mer 9 B z -Ner. 

162. The learner should copy the preceding and all suc- 
ceeding tables ten times, or more, speaking the name of the 
outline at the time of writing, until the outline can be writ- 
ten both rapidly and well ; in this way he becomes perfectly 
familiar with every new combination, the writing of which 
will be no more difficult than the forming of simple 
consonant-strokes. 



FOURTEENTH LESSON. 83 

VOCALIZATION. 

163. The vocalization of the / and r-hook is as follows : 
When the vowel precedes the stroke and hook, it is placed 
before ; when it follows the stroke and hook, it is placed 
after, but always in its proper position beside the stroke. 

able plav eater tree evil flee throw clay eagle 

A A 1- I ,'S: ^ > - u «- 

164. Occasionally, to avoid inconvenient outlines, the / 
and r- hooks are used, even though a distinct vowel sound 
does come between the stroke and hook ; in which case, 
however, it will be necessary to observe the following rules : 
A heavy-dot vowel is made into a circle and placed before 
the stroke ; a light- dot vowel is made into a circle and placed 
after ; a dash-vowel, long or short, is struck through the 
stroke at the proper position. 

dear dark near peerless germ core turkey 

1 



t-^ : ^ - t- 

c • 

165. In some combinations it will be necessary to retrace 
the line to form the hook, but even then it will be some- 
what indistinctly formed. 

reply tiger cable ripple chipper baker 



\- 



:\ £2: i 



(a) The names of the outlines for the illustrative words 
under section 164 are Der 1 , Der*-K, Xer 1 , Per 1 - Lay-iss, 
Jer^-M, Ker 2 , Ter 2 -K. Section 165 : Ray 1 -Pel T^-Ger, 
K-Bel 2 , Ray 1 -Pel, Chay^-Per, B 2 -Ker. 



8 4 



COMPLETE SHORTHAND MANJAL. 



166. The following exercise is to be read and copied 
ten times. 

READING EXERCISE. 



\- 



-V-4 



i 



v 



i. 



..&.. 



_t 



\ 



-} 



_v_rs_^L 



^ 



ZL2L 



iLi_ _<L 



•1 



L <, 



t 



.^ 



> -v 



•°v 






— --/- -^--~A, 



FOURTEENTH LESSON. 



85 



-a- 



./i ;..„, 



\^_ 



K_ 



L 



.-./.. 



v? 









A. 






r r 



^<- 



\ 



J- -V 



V--"" 



A" 



\ 



_k=fc_U 



86 COMPLETE SHORTHAND MANUAL. 



\^..-.X-~:i^- 



167. The following exercise is to be written, corrected, 
then re-written ten times, 

WRITING EXERCISE. 

Ply, apply, plow, blue, claw, clay, glow, flee, flaw, fly, oval, 
pleasure, fleece, placed, tree, otter, Troy, tray, outer, dry, 
dray, acre, eager, grow, fry, threw, usher, Homer, prize, 
press, prose, phrase, grass, frost, thrust, precise, dressed, 
crust, crises, evils, places, bluster. 

Pledge, plume, player, bloom, clip, club, cloudy, cloak, 
gleam, brow, dream, people, pickle, payable, bushel, initial, 
panel, annual, reply, freely, vigor, tunnel, rumor, tinner, 
spiral, editor, looker, sugar, major, daughter, robber, keeper, 
meager, ignore, radical, coarsely, display, nickle, fall, form, 
feel, fool, partial, park, negro, decree, lover, joker, voyager, 
enable, dream, bible, noble, cream, label, buckle, fable, troop, 
crash, employ. 

The following letter to be practised until it can be written, 
from dictation, in one minute : — 

We-have-your favor of-the 8th, and in reply would-say 



FIFTEENTH LESSON. 87 

you-may purchase for us, and ship by railway, one barrel 
of sugar, two barrels of rice, four tubs of butter, one keg 
of pickles, and twenty-five boxes of pepper. If, for any 
reason, you-are unable to-make-the purchase, please in- 
form us at once. Our check for $86.00 will go forward 
by first mail on Wednesday. 

REVIEW QUESTIONS. — Fourteenth Lesson. 

1. On which side of the straight strokes is the /-hook written? 
2. How is it made when joined to M, TV, and Ray? 3. What is 
the peculiarity of the initial hook ? 4. What is said about the 
/-hook on Ish ? 5. On which side of the straight perpendicular 
and sloping strokes is the r-hook written ? 6. On which side of 
K and Gay ? 7. When the r-hook is prefixed to R, V, Ith, and 
Thee, how are the strokes turned? 8. What is necessary in 
order to write the r-hook on M and N? 9. If a heavy dot- 
vowel occurs between the stroke and the hook, how is it written ? 
10. A dash-vowel, how? 



FIFTEENTH LESSON. 

THE CIRCLE PREFIXED TO THE L-HOOK. 

168. The iss-circle is prefixed to the /-hook by writing it 
distinctly within the hook. 

settle supply satchel display peaceful traceable 



JL-JW—I,. 



169. The following table illustrates the manner of pre- 
fixing the circle to the /-hook. Copy the table ten times. 



88 COMPLETE SHORTHAND MANUAL. 

ISS-PEL TABLE OF CONSONANTS. 
sPl sBl sTl sDl sChl sjl sKl sGl 

_1_X L/_._L-__/L„X__„ e _--, e _. 

sFl sVl sThl sTHl sSHl sNl sMl sRl 

(a) The above outlines are named iss-Pel, iss-Bel> iss-Tel, 
iss-Del y etc* 

170. If a vowel precedes an iss-Pel sign, it is to be read 
after the circle but before the stroke ; that is, the circle is 
the first thing read. 

sable saddle sickly civilly 

__^__ H _j-_x 

171. When written between strokes, the hook, with the 
circle, cannot be distinctly formed. 

crucible explore taxable 

-^--- 

172. As the simple ^-circle is always turned on the right 
side of straight perpendicular and sloping strokes, and on 
the upper of K and Gay, by turning the circle on the r-hook 
side it is made to represent both the circle and the hook. 
The /^-circle is prefixed to the r-hook on a curve by writ- 
ing it distinctly within the hook. 

stray cider spray seeker straw suffer sinner summer 



FIFTEENTH LESSON. 89 

(#) Instead of writing the circle on the inside of the 
r-hook in some outlines, as in " suffer " {iss-Fer), and 
"summer" (iss-Mer), it may be easier for some to use 
the full stroke ; thus, iss-F' 2 -R, iss-M' 2 -Ray. 

173. The following table illustrates the manner of pre- 
fixing the circle to the r-hook. Copy the table ten times. 

ISS-PER TABLE OF CONSONANTS. 
sPr sBr sTr sDr sChr sjr sKr sGr 



. % 


% 


1 


i 


/ 


/ 






sFr 


sVr 


sThr 


sTHr 


sShr 


sZhr 


sMr 


sXr 


_r^_ 


__-rs_ 


__i_ 


_JL. 


__J__ 


___JL 


__^TN_. 


w' 



(a) The above outlines are named iss-Fer, iss-Ber, iss- 
Ter } iss-Der, etc. 

174. Making an r-hook, on straight strokes, into a large 
circle prefixes two s sounds. Making an initial r-hook into 
a small loop prefixes st. 

sister disaster stopper stager stagger 



(a) The loop on the r-hook side is seldom used in prac- 
tical writing. 

175. Between strokes the /^-circle and hook is distinctly 
formed, writing iss within the r-hook ; however, when a 
straight stroke is preceded by another straight stroke, in 
the same direction, it may be expressed by turning it on 
the r-hook side, as in prosper and destroy. 
extreme pastry extra designer prosper destroy 

.tl^_._^. :X-JL_V-4_ 



go COMPLETE SHORTHAND MANUAL. 

176. When iss-Ker and iss- Ger are preceded by P, B, 
T, or D, the circle is turned on the right side. Advanced 
writers seldom express the r, omitting it entirely, as in 

describe. 

prescribe subscribe disgrace describe 



_u — \^ 



(a) The names of the outlines for the illustrative words 
under section 175 are K-iss-Ter 2 -M, P 2 -iss-Ter, K-iss- 
Ter*, D-iss x -Ner, Per 2 -iss-Per. Section 176: Per 2 -iss- 
Ker-B, iss-B 2 -iss-Ker-B, D-iss 2 -Ger-iss, D-iss 2 -K-B. 

(b) In subsequent lessons the term " nomenclature " will 
be used to designate the names of the outlines for the illus- 
trative words. 

TO THE LEARNER. 

177. You were told in the first lesson to thoroughly 
familiarize the alphabet, and that the time spent in the 
practice necessary to write seventy-five letters a minute 
would be profitably employed. The alphabet is like the 
foundation of a house ; upon that everything is built. 
Whatever the abbreviating principle may be, whether a 
circle, loop, or hook, it is attached to the same old alphabet 
that you learned in the first lesson. You will now readily 
understand the necessity of being able to write quickly any 
new combination or modification of the consonant strokes. 
This is the material with which we build up shorthand. We 
may know and be able to tell how to make use of the ma- 
terial, but this is quite a different thing from putting into 
practice what we know. There must be no slighting of the 
amount of writing to be done. Copy every table and exer- 
cise the designated number of times. Following the direc- 



FIFTEENTH LESSON. 9 1 

tions given in each lesson will make success certain. Learn 
the principles thoroughly. Do not slight any part of your 
work. Do not get discouraged, but work away. What 
thousands of others have done, even without a teacher, you 
can do. Do not forget the three rules : practice ! practice! 7 
practice ! ! ! 

178. The following exercise is to be read and copied 
ten times. 

READING EXERCISE. 



.i_a_ + _l / .....^_V_V 



-V-H--V^-^--^- I -i- 



9 <r^ 



_v_..:i...4_.^k__^- 



<S=^- 






92 COMPLETE SHORTHAND MANUAL. 

x — ,_._!bo__....v_.JVv---V 

-i.U.^-.jiA-A. y .. 

----•--/-/-^--->-- : V-- : - 

, Hi y -'' V / " • • 

J_v — ^ _v 4^ — \ _. _tX_ 



FIFTEENTH LESSON. 9J 







179. The following exercise is to be written, corrected, 
then re-written ten times. 

WRITING EXERCISE. 

Settle, sable, cycle, sickly, passable, feasible, visible, dis- 
play, physical, unsocial, briskly, noticeable, explore, spry, 
sober, spruce, cedar, stress, stray, distress, prosper, outstrip, 
destroy, extra, spring, tapestry, extreme, listener, sooner, 
smoker, slavery, sobriety. 

Stable, stickle, stripper, stretcher, striker, strap, scribe, 
scream, scrape, fulfill, playfully, creeper, drapery, trouble, 
trifle, crusher, pressure, blacker, flavor, flicker, trickle, 
travel, overflow, bleacher, broker, designer, orchestra, 
struggle, journey, purchase. 

The month of August is usually extremely warm. We- 
will oblige him to bring-the black cloth and-place it on-the 
table for-the preacher. Nothing so soon overthrows a 



94 COMPLETE SHORTHAND MANUAL. 

strong head as strong liquor. Judge Jackson refused to 
hear-the plea of-the humble prisoner. Civilized people 
desire peaceful times, as war brings misery, suffering, and- 
distress. I-hope you-will bring some paper when you come 
to supper. 

The following letter is to be practiced until it can be 
written from dictation three times in six minutes. 
James Jackson, Rome, N. Y. 

We would be pleased to have you take-the agency, in 
your city, for our crackers. We-are having large sales, 
owing, we presume, to-the superior quality of what we- 
have to sell. Our baker is one of-the best in-the country, 
and-we never have any trouble in disposing of anything 
we place on-the market. Should-you feel disposed to 
take-the agency, we-will make-you terms which will-be 
to-your advantage. We-will advertise you in-your vicin- 
ity and-do all in our power to enable you to-make large 
sales. Hoping you-will-be able to give us a favorable 
reply, we remain, 

Yours sincerely, 

Carter & Tracy. 

REVIEW QUESTIONS. — Fifteenth Lesson. 

i. How is the zjvr-circle prefixed to the /-hook? 2. If the 
r-hook is made into a circle what letter is prefixed ? 3. How is 
iss prefixed to an r-hook on a curved stroke ? 4. Making the 
r-hook on straight strokes into a large circle prefixes what two 
sounds ? 5. Into a small loop, what two sounds ? 6. What is 
said about the st-\oop on the r-hook side? 7. How are the 
circle and the r-hook formed between strokes ? 8. When iss-ker 
and iss-ger are preceded by P, B, T, or Z>, how is the circle 
turned ? 



SIXTEENTH LESSON. 95 

SIXTEENTH LESSON. 

BACK HOOK.— ENLARGING OF L AND R HOOK. 

180. The syllables in y en, or un, when followed by any 
of the straight-line s-Per signs, can be expressed by a back 
hook, called the m-hook. 

instructor inscribe ensober unstrung 

- -t^ a...__..._L- 

(a) The zVz-hook may also be used on the curved strokes 
Lay, R, M, and Way. Occasionally it is convenient to use 
the /;2-hook in connection with the ^-circle on the /-hook. 

enslave unseemly unswayable unsettle uncivil 

...A. r£_._.__^__J Jr... 

ENLARGING THE INITIAL HOOKS. 

181. There are quite a large number of words in which 
the liquids / and r unite with another consonant without 
an intervening vowel, or with only an indistinct one, and 
the expressing of the three consonants by one movement 
of the pen is done by enlarging the r-hook to add /, and 
/-hook to add r. 

April abler trirler sideral bachelor 



g6 COMPLETE SHORTHAND MANUAL. 

NOMENCLATURE. 

Section 180: in-iss-Ter 2 -K-Ter, in-iss- Ker-B 2 , in-iss- 
Ber. Section 180 (a) : in-iss 2 -Lay-V, in-iss-M^-Lay, 
in-iss- Way 2 -Bel, in-iss- Tel 2 , in-iss- Vel 1 . Section 1 8 1 : 
Prel 2 , Bier 2 , Ter^Fler, iss-Drel 1 , B z -Chler. 

(a) When a vowel is placed after a consonant- stroke 
with an enlarged initial-hook, it is to be read between the 
/ and the r. 

(J?) The names of the enlarged hooks are Prel, Pier, 
Kler, etc. 

REMARKS. 

182. Thus far the learner has been instructed to insert 
all the vowels in the writing exercise. By this time he 
should be able to place, without hesitation, any vowel or 
vowels of a word. From now on he should begin to write 
many words without the vowels ; that is, the outline only of 
a word. To read unvocalized shorthand is not a difficult 
task. That words are easily decipherable without the vow- 
els can be verified by writing several sentences in longhand, 
leaving out the vowels ; then see how easily the sentences 
can be read. 

In the practice of shorthand the writer dispenses with the 
use of the vowels almost entirely, not one vowel in a hun- 
dred being inserted. Writing the outline above, on, or 
through the line, according to the position of the vowel, 
or the accented vowel if the word has more than one vowel, 
is generally sufficient to determine what the word is ; if it 
is not, then one or more vowels must be inserted. It is 
optional with the writer whether he vocalize fully, partially, 
or not at all ; all will depend upon his ability to read 
unvocalized outlines. 



SIXTEENTH LESSON. 97 

The necessity of learning to read unvocalized shorthand 
is obvious from the fact that it is an impossibility for a 
writer to report even an ordinary speaker and insert all the 
vowels; therefore you should begin to read from outlines 
only, — from the general appearance of the shorthand char- 
acters, the same as we read words in the ordinary print. 
We don't stop to spell out the word, but as soon as the 
eye rests upon certain combinations of letters we say it is 
such a word ; another combination of letters, another word. 
So in shorthand : we do not stop to spell out the outline, 
only occasionally, but read it from its general appearance ; 
and this practice of writing and reading must be continued 
until the writer is familiar with the majority of outlines of 
words in any matter he may be called upon to report. 

183. The following exercise is to be read and copied 
ten tunes. 

READING EXERCISE. 

-V-V^-h— f,-^- 




98 COMPLETE SHORTHAND MANUAL. 




184. The following exercise is to be written, corrected, 
and then rewritten ten times. 

WRITING EXERCISE. 

Insecure, inscribe, insuperable, inspire, unstrung, unsur- 
mised, unsolvable, unsalable, unswayable, enslave, abler, 
control, editorial, dabbler, traveler, mackerel, liberal, pas- 
toral, secular, scholar, fuller, settler, tolerable. 

SPEED SENTENCE. 

The following sentence is to be written six times in two 
minutes : " I-write-you in-these funny characters to say I-am 
to-be instructor in-the Clark Business College in April.' ' 

REVIEW QUESTIONS. — Sixteenth Lesson. 

i . What three syllables are indicated by the back hook ? 
2. What is the name of the back hook? 3. On what three 
curved strokes is it written? 4. Enlarging the /-hook adds 
what letter? 5. Enlarging the r-hook adds what letter? 



SEVENTEENTH LESSON. 



99 



SEVENTEENTH LESSON. 



INITIAL HOOK WORD-SIGNS. 

185. Inducing the student to familiarize the word-signs 
and contractions is one of the most difficult experiences of 
the shorthand teacher. Word-signs and contractions are the 
rapid writer's most powerful ally. Constant repetition alone 
can secure command of what is found to be the bulk of all 
shorthand writing. 

186. The following list of word-signs is to be written 
fifty times. 



S. able, Bel 2 

\ 

belong, Bel 1 

-S. believe, Bel' 2 

-1- tell, till, it will, Tel' 2 

-\- at all, until, Tel 9 

-£- at least, Tel z -steh 

*— which, will, Chel' 2 

call, equal-ly, Kiel 1 

^-- difficult-y, Ken 



_L_ full-y, Fen 

f _ value, Vel z 

_(__ they will, Thel 2 

\ 

proper, Per 1 

— \ principle-ly, Per' 2 

i\- practice, practical-lv, 
\ Per 2> 

_\o express, surprise, 
iss-Per' 2 -iss 

_^. people, Pel 2 
/_ through, The?' 2 



IOO COMPLETE SHORTHAND MANUAL. 



__\ member, remember, Ber 2 

SS^ number, brother, Ber 2, 

__L truth, Ter 2 

1 

__:_ doctor, Der 1 

__L dear, Der 2 

.3.. during, Der B 

crzi care, Ker 2 

-- 1 from, ^>r 2 

"V 

over, Ver 1 



^ 



every, very, Ver 2 



-£\- favor, £^ 3 



.1 



either, r^r 1 



their, there, they are, 
THer 2 



-^ other, 7^r3 
_— 2L sure-ly, ^^r 2 
-J— pleasure, Zker 2 

=, Mr., mere, remark, J^ * 

.™L Mrs., M iss-S 2 

, near, nor, A^ 1 

9^ manner, Ater 2 
<£?s more, ^J?r 2 
«*C2£L Messrs., M 2 -iss-R-iss 



(a) Derivatives are formed from the above list of word- 
signs, or any subsequent list, in accordance with the rules 
in section 135. 

INITIAL-HOOK REPORTING PRINCIPLES. 

187. The initial-hooks, in addition to their being used 
for the letters / and r, are also used to represent words, as 
illustrated below. 

(a) All and will may be added by an /-hook to any con- 
sonant or vowel word-sign, and to the horizontal and-tick. 



SEVENTEENTH LESSON. IOI 

for all by all in all to all and all and will 

„JL A- __„^ j^ fc _ 

(J?) All and will may also be added to any full length 
r-hook sign by enlarging the hook. 

from all they are all through all 

._£) 1 __2 

188. Are and our may be added by an r-hook to any 
consonant or vowel word-sign, and to the horizontal a?id- 
tick. 

who are by our and are and our which are 

...._?„. „J>..„ .. .^ .s. _„£_■__ 

(a) Are and our may also be added to any full length 
/-hook sign by enlarging the hook. 

for all are at all our value our 

c 



- p- -t- 



(p) To those signs to which the r-hook is added for are 
and our the small circle may be added for self, the large 
circle for selves. 

by ourself by ourselves to ourself to ourselves 

_..>_ ^ % ao 

189. The following exercise is to be read and written 

ten times. 



102 COMPLETE SHORTHAND MANUAL. 

READING EXERCISE. 



-N- 



I- 






x Yf ------- v --^-------^ --- } ---t— -- 

-1 

\ 4 r 



jC— -i t Li. i 






SEVENTEENTH LESSON. IO3 

\ n__1_/_._L_.\_-_V_^-1^..___^._ 

-^sv a ^ o^_ ^7 I ^v, 



104 COMPLETE SHORTHAND MANUAL. 

190. The following exercise contains all the word- signs 
in the initial-hook list. Words printed in italics are not 
word-signs. Words with a dash between them are to be 
joined. Practice writing the exercise until it can be writ- 
ten, from dictation, twice in eleven minutes. 

WHITING EXERCISE. 

Until they call it-will-be difficult for us to do anything 
for-them. It-was a surprise to us to hear-the remark of the 
principal member of-the firm. They-will surely be able to 
give us much pleasure if-they come near us on their way to 
Nebraska. We believe it belongs to-the people who came 
on Sunday. It-was practically impossible. He took up-the 
subject in a-practical manner; at least, we-think so. We- 
are convinced of-the practicability of his device. The truth 
is, they are very sure to come over this way or-the other, 
and when-they-do they-will-be very near us. We-think it- 
will-be practicable From what was-said, I-am-sure he nor 
she knew anything of-the subject. The doctor says the 
proper thing for-him to do is to practice his exercise many 
times. They were very dear to each other, and-for-this 
reason he-will care for-him during his stay in-the city. I-am 
aware of-the truth of his remark. They-will hear more from- 
him next Wednesday. Mr. Smith remarked : " We remem- 
ber-the number very well." They-are fully aware of-the 
value of his services. Of-the three difficult things, which 
one will you do ? Till he places a value on it there-are- 
many who will-think it has no value at all. Either she or 
he has full power to do these-things. Every one of-them is 
equal to-the task. You-may tell-them it-is through their 
influence we give away these things. Truth and honesty 
are-sure to-receive favor aX-last. All proper promises are 



EIGHTEENTH LESSON. IO5 

supposed to-be free from error. For all we know, they- will 
be here this week. He-will place a frame over-the bush. 
And all may-come this way if- they wish. They-are insepa- 
rable, so many of-the people think. He-may inscribe his 
name on-the roll during-the month of August. She is sure 
to- ///<£/£<?- the purchase during-the summer. Mr. and Mrs. 
Smith will-call during-the month of April. 



EIGHTEENTH LESSON. 
FINAL HOOKS FOR F, V, AND N. 

191. A small final hook subserves the useful purpose of 
adding the letters f v, and n. Writing the hook on the 
circle side of any straight stroke represents / and v 3 and is 
called the /-hook. 

puff deaf rove brave chief thief they have 

192. The following table illustrates the manner of affix- 
ing the /-hook to all the consonant strokes to which that 
hook is attached. Copy the table ten times, speaking the 
name of the outline at the time of writing. 

Pf Bf Tf Df Chf Jf 

-A \, L L..___^_ /_ 

Kf Gf Rf Hf Thf THf 



L 



106 COMPLETE SHORTHAND MANUAL. 

(a) The names of the /-hook with the consonant strokes 
are Pef, Bef, Tef, Def, etc. 

(b) A long hook, made like an unclosed ster loop, may 
be written on Ith for "thief," and on Thee for the phrase 
"they have," as illustrated above. 

193. Writing the hook on the left side of straight perpen- 
dicular and sloping strokes, and the lower side of K, Gay, 
Ray, and on the inside of any curved stroke, represents n. 

pine cone line shine mean run fan gain tone 

_V„^„ r J v «•»> A ; ^ j. 



-W- 

194. The following table illustrates the manner of affixing 
the /z-hook to consonant strokes. Copy the plate ten times. 

Pn Bn Tn Dn Chn Jn Kn Gn Fn Vn Thn 

,__V-__Y.J L_Z-_Z__^.___v._--L>___X._. 

THn Sn Zn Shn Zhn Ln Rn Mn Nn Hn 

*_A> J d-—c2 J_ C—Z^t ,r^---v^_..<^l__., 

(a) The names of the ^-hook with the consonant strokes 
are Pen, Ben, Ten, etc. 

195. If /, v, or n is followed by a final vowel, the stroke 
and not the hook must be used ; an additional syllable calls 
for an additional stroke. 

puffy bevy tiny money Fanny 



196. The hooks for /, v, and n are used between conso- 
nant strokes as well as at the end of single strokes. 



EIGHTEENTH LESSON. IO7 

bravery cover plainer French finer 



-?- 



197. An ^-circle is added to an /-hook, or an n-hook on 
a curve, by turning the circle distinctly within the hook. 

puffs skiffs chiefs mines fans loans 

NOMENCLATURE. 

Section.195: P 2 -F, B 2 -V, T l -N, M*-N, F z -N. Sec- 
tion 196 : Bref 2 -Ray, Kef 2 -Ray, jPlen 2 -R 9 Fren 2 -Chay y 
Fen 1 -R. Section 197 : Pef 2 -iss, iss-Kef^-iss, Chef x -iss, 
Men l -iss, Fen 8 -iss. 

198. Making an /z-hook, on a straight stroke, into a circle, 
adds s ; into a large circle, two s sounds. 

pens tones chains cans rains glances princes chances 

199. Making an #-hook, on a straight stroke, into a 
small loop, adds st; into a large loop, str. 

glanced condensed bounced chanced punster 

-^- -i- -v ,x---x-. 

200. There are a few words conveniently written with the 
zz-hook and circle between the strokes, but when so written 
both must be distinctly formed. 

ransom Spencer lonesome ransack 



108 COMPLETE SHORTHAND MANUAL. 

NOMENCLATURE. 

Ren 8 -iss~M 9 iss-Pen^-iss-R, Len 2 -iss~M, Ren B -iss-M. 

TO THE LEARNER. 

201. In writing shorthand if the word to be written is not 
represented by a word-sign or contraction, then it must be 
written with the full outline. In doing this, however, due 
care should be taken to write the word with the outline that 
can be most easily and quickly written, and that, at the same 
time, is most suggestive of the word for which the outline 
stands. The briefer sound for a letter is supposed to be 
used, that is, the circle for s instead of the stroke, the hook 
for / and r instead of the full stem, and so of/, v 9 and n. 
It should be borne in mind, however, that these saving 
principles are not invariably employed, but judgment must 
be used and due attention given to angles, analogy, syllabi- 
cation, etc. Go about the work of learning any new princi- 
ple in shorthand as you would go about anything else, using 
judgment, reason, and drawing heavily on your stock of 
common-sense. Thoroughly master every principle and 
apply it in writing. The more thoroughly you learn a thing 
the better you will like it, and the better you like it the 
more you will want to learn about it. 

202. The following exercise is to be read and copied 
ten times. 

READING EXERCISE. 

Jl_L_EL t- 3 ^ . J ^. 



EIGHTEENTH LESSON. 



IO9 



*s \ 


_ \___ 


X 


b 


l- 


T 




_VL_: 




\_ 


_L 


_5t_ 


_A 


•-V-V- 



"V 



J:._i 



V" V 



^k-Ju. 



_^ s^>. 



:**>_ 



_^.__1-. 



x. 



-v 



21 



l...L_Z 



.x 



3_ 



.*- v. s_ 



!st_^d_^-JL^ 



IIO COMPLETE SHORTHAND MANUAL. 



-/— t 



^ 



-/°- //- 



-A 



v/- 



/• \ 



\\ 



—x&—>- 



\ r 



.^....:_._^„.. r 



\- 



x^_ 



(-- 



:\s*. 



rlrC.. 



\ 






! ^ 

-i / • v- . "1- x ^ 



-/-a- 



-v 



EIGHTEENTH LESSON. Ill 



jLZJL f =£Jl4 r f^lAA 



L 



S?r_—S^l 



_A_^ 



203. The following exercise is to be written, corrected, 
then rewritten ten times. 

WRITING EXERCISE. 

Buff, beef, cuff, reef, huff, staff, surf, cliff, brief, stave, 
stone, dive, cone, serve, brave, strive, clove, contrive. 

Pine, open, pay, bean, bone, tan, Eden, dawn, chin, Jane, 
John, keen, coin, rain, ran, road, spin, stone, plain, brown, 
drone, train, green, groan, swoon, fan, woven, moon, woman, 
China, deny, many, cloves, caves, bounced, glance, rains, 
punsters, dances. 

The following letters are to be written, from dictation, 
four times in six minutes. 

Dear Sir, — We inclose you a price-list of-such things as 
we keep in stock, and would-be-pleased to fill any orders 
you-may-leave with us. We guarantee to give-you the- best 
possible terms, and will allow-you thirty days, or more, if-you 
wish. Hoping we-may have-the pleasure of-receiving your 
favors, we remain, Yours truly. 

Dear Sir, — We-take-pleasure in acknowledging receipt 
of- your check for $827. We-shall-be-pleased to continue 
filling your-orders for anything you-may require in our line. 
We are, Yours truly. 

REVIEW QUESTIONS. — Eighteenth Lessox. 

1. On which side of the straight strokes is they^hook written? 
2. On which side of the stroke is the #-hook written ? 3. How 



112 COMPLETE SHORTHAND MANUAL. 

is the circle added to an /-hook, or the ?/-hook on a curve ? 
4. Making the n-hook on a straight stroke into a circle adds 
what letter? 5. What two sounds by a large circle? 6. Mak- 
ing the ;z-hook into a small loop adds what two letters? 7. What 
three letters by a large loop ? 



NINETEENTH LESSON. 

LARGE HOOK FOR SHON AND TIVE. 

204. The sound indicated by the syllable tion, in notion, 
sion in evasion, but spelled differently in many words, — cean 
in ocean, cian in Grecian, shion in fashion, etc., — is repre- 
sented by a large hook turned on the circle side of the 
straight strokes, and on the inside of the curves. 

option station motion attention fashion 



_£X4_ 



u 



\, 



205. The syllable five is represented by a large hook 
turned on the 7z-hook side of straight strokes only. 

dative active captive infective 

{a) When the syllable five follows a curved stroke it is 
represented by T with the /-hook, as in the words motive 
(M-Tef 2 ), native (N-Tef*). 

206. The hooks for shon and five may also be written 
between strokes, and the iss circle may be added to either 
syllable by turning it distinctly within the hook. 



NINETEENTH LESSON. II3 

auctioneer talkativeness actions captives 



NOMENCLATURE. 



Section 204 : p^-shon, iss-T 2 -s/wn, M 2 -shon, T*-JV- 
shon, F z -shon. Section 205 \D 2 -tive, K z -tive, K-P*- 
tive, N-F 2 -K-tive. Section 206 : K 1 -sho?i-Ray i T 2 -K- 
tive-N-iss, K*-shon-iss, K-P z -tive-iss. 



SMALL HOOK FOR SHON. 

207. A convenient method of representing the syllable 
shotiy after a small circle or large loop, is by writing a small 
back hook, called eshon hook, on the opposite side of the 
stroke. 

decision administration compensation transition 

____.! _lr^> 'X__._i._.L_ 

(a) When the eshon-\iOoY is written from the circle 
turned on the ^-hook side of straight strokes the letter n 
precedes both the iss and the es/ion, as illustrated in the 
words " compensation," "transition." 

208. The eskon-hook may be added to the /-hook as 
illustrated below, and occasionally it is convenient to write 
it between strokes. The /^-circle must be written dis- 
tinctly within the hook. 

division divisional conversational physicians 



1 



I 



;^r. ^_ 



114 COMPLETE SHORTHAND MANUAL. 

NOMENCLATURE. 

Section 207 : D 1 'iss-eshon, D 2 -M-N-ster-eshon, com- 

dot-Pens 2 -eshon 9 Trens x -eshon. Section 208 : Def 1 -eshon, 

Def x -eshon-L, con-dot-Ver^-iss-eshon-Lay, F 1 -iss- 

eshon-iss. 

TO THE LEARNER. 

2Q9. Remember, it is only by a perfect familiarity with 
every new principle presented, and the application of the 
same in writing and reading, that satisfactory progress can 
be made. Do not be impatient ; do not think that some 
other method of study and practice will enable you to secure 
a knowledge of the art of shorthand writing, for it will not. 
Each lesson is like a step in a journey, each one bringing 
you nearer the end ; and, like a traveler, when the end is 
reached, the pleasure experienced from a knowledge of the 
fact that the task is accomplished, will give you renewed 
energy to use intelligently the attainments secured by a 
thorough mastery of the lesson, each one of which may be 
compared to the steps taken by the traveler in his journey. 

210. The following exercise to be read and copied ten 

times. 

READING EXERCISE. 



V_ 






a-SD 



r _rs_V 



NINETEENTH LESSON. 



115 



^b X^ ^ ^ "*^.? ^ 



^C^_^ iL_^L__^_i- 



• as _J^T> — __. ^._^_. a^ — 



L 



:rvr:. 



■> 









Udi. .-•___4...)..2-._.^_J:....C 



-^--^3- 



x_ . 



[^ 



i./_ i-iJLc 



_L._ 






Il6 COMPLETE SHORTHAND MANUAL. 

211. Write, without vocalizing, the outlines for the fol- 
lowing words, including sentences; correct, and rewrite 
ten times. 

WRITING EXERCISE. 

Domain, broken, cover, devote, rainbow, runner, keener, 
regain, cabins, vacancy, economy, uneven, lonely, instances, 
potency, money, enjoin, German, incline, annoyance, offen- 
sive, convinces, vinegar, ribbon, remains, violence, regain, 
preserve, provoke, abstain, shaken, franchise, behavior, en- 
graves, openness, purity, dispenses, lithography, Napoleon, 
Monday, admonish, traffic, preference, condenses, unclean, 
vainer, brownish, undriven, monopoly, beverage, graver, 
population, deprivation, electioneer, activeness, disposition, 
desecration, illustration, inspiration, vocation, auction, deso- 
lation, perfection, ineffective, instruction, profession, friction, 
mansions, position, compensation, condensation. 

Ambition is an emotion liable to long duration. Obser- 
vation and-determination insure-the best legislation. They- 
will-have an-auction on Wednesday. The position is one 
of trust. The physicians will-be here in-time for-the asso- 
ciation. Passion and-oppression drive men to revolution. 
She-says she will bring an-action against-the committee. 

Practice the following letter until it can be written, from 
dictation, three times in five minutes. 

John Baker, Lodi, O. : 

Dear Sir, — Replying to your favor of- the 8th, would say, 
we-will place your advertisement in-the Journal for five 
dollars. We-will give-you-a-position on-the fourth page 
and-display to-the best advantage. 

On-the first of-the month we-had on our subscription 
list four thousand names, and-the circulation is steadily 



TWENTIETH LESSON. 117 

increasing. Should-you place your-order we- are sure you 
would continue with us. Hoping we-may-receive your 
favor in-time for our next issue, we remain, 
Yours truly, 

Green & Radcliff. 

REVIEW QUESTIONS. — Nineteenth Lesson. 

I. How is the syllable shon indicated? 2. On which side of 
the straight strokes is it written? 3. How is the syllable tive 
indicated ? 4. On which side of the straight strokes is it written? 
5. How is the syllable shon represented after the /^-circle and a 
large hook ? 6. Is the eshon-hook ever written between strokes 
or added to a final hook ? 



TWENTIETH LESSON. 

FINAL HOOK WORD-SIGNS. 

212. The necessity of learning the word-signs cannot be 
over-estimated. Knowing, from long experience in teach- 
ing, that learners are apt to neglect this most important part 
of the work of learning shorthand, we repeat : "There is no 
method of study that will obviate the necessity of a perfect 
familiarity with the word-signs and contractions; and the 
learner should apply himself diligently and faithfully to this 
part of his task." 

Write the following list fifty times, speaking the name of 
the outline at the time of writing ; this tends to more quickly 
and firmly fix the sign in the mind. 



u8 



COMPLETE SHORTHAND MANUAL. 



_\_ 



upon, Pen 2 



\^ — happen, Pen* 
-V— » happiness, Pens* 

\ 

... * combine-ation, Ben 1 

_S— been, Ben 2 

J\_._ to have been, Ben* 

c-£ careful-ly, Kref 2 

_? gave, Gef 2 

.±. I have, Teft 1 

_ii_ awful-ly, Deft 1 

/_. whoever, feft 2 

^ remembrance, Brens 2 

-J,, done, Den 2 

|„ down, Den* 

_<A, general-ly, Jen 2 
_.yi imagine-ation, Jen * 
rrrrrj can, question, Ken 2 
< begin-ning, Gen 1 



_V„ 



1_ 



before, Bef 2 
above, B 2 -V 
whatever, Tef 2 



__L differ-ent, difference, 
Def 2 

JL truthful-ly, Zhf/" 2 



Z 



whichever, Chef 2 



_^? often, phonography, 

__. even, ^J?« * 

( 

within, THen 1 

_io_ then, THen 2 

/„. than, 7^/* 3 

L__ alone, learn, Z^;* 2 
men, Men 1 



<r^ man, Men 2 

^~f_ opinion, A*?/? 1 

^ p none, known, Nen 2 

„__0_ subjective, iss~B 2 -tive 

__\> subjection, iss-B 2 -shon 



TWENTIETH LESSON. 119 

begun, again, Gen* 



began, Gen s 



_.o_ objective, B 2 -tive 
\p objection, B 2 ~shon 



FINAL-HOOK REPORTING PRINCIPLES. 

213. A further use of the /-hook is that of adding the 
words have, of, if, and ever to any dash-vowel word-sign, or 
to any full-length stroke, and of to the horizontal and-tick. 

all of or if should have whichever and of 
v ], L £ - 

214. A further use of the ^-hook is that of adding words 
to the following dash-vowel word-signs : — 

(a) Not to or and but. 

(b) What and would to of all, to, and the horizontal 
and-tick. 

or not but not of what all would to what and what and would 

1 j. >. ?. a .z ^ 

(V) This hook may be made into a circle to add is, as, 

his, has. 

of what is to what has of what is and what is 

* x * 2 

215. Own, one, and than may be added by an ;/-hook to 
any full length straight or curved stroke. 

my own at one more than by our own 

----? j ^ - 



120 COMPLETE SHORTHAND MANUAL. 

(#) Own may be added to the horizontal and-tick and 
to the dash-vowel word-signs to which our has been added 
by an r-hook. 

and our own to our own of our own • 
- £ V._ 

(K) In making use of the initial and final hooks to add 
words, the learner is to use discretion. In the above prin- 
ciples it does not mean that all the words which may be 
added by the hooks can be used in every case, but only 
such are to be used as "make sense ; " for instance, "own" 
would not be added by the ^-hook to had, or "are" to at 
by an r-hook. Use judgment and common-sense in every 
thing connected with your study of shorthand. 

216. The following exercise is to be read and copied 
ten times. 

READING EXERCISE. 



l--.^^_--_-L_X 



_^_.:-._.,.-_ r , a 



TWENTIETH LESSON. 



121 



* ^ «\ '/ ■ t 



JL1 



A 









-U ^ V -2 



"> 



^ 



X- 



-W--W-^ 



t I 



1 



-C-— 



J. = A. 



r^l? -^0 



.L._.L 



122 COMPLETE SHORTHAND MANUAL. 






XJri±v^-l_l_N,._L_^_.^i: 









217. The following exercise contains all the word- signs 
in the final-hook list. Words printed in Italics are not 
word-signs. Words with a dash between them are to be 
joined. Practice writing the exercise until it can be writ 
ten, from dictation, in five minutes. 



TWENTIETH LESSON. 12$ 



WRITING EXERCISE. 



He alone gave his opinion of phonography before-the 
committee. He-^ he-has given- the subject careful con- 
sideration, and-can truthfully say these-things were done 
within his remembrance. As I-said above, there-is-no ob- 
jection to what I-have-done ; however, there-may be a-dif- 
ferent opinion on- the subject. Many men have known this 
man's knowledge to-be subjective ; however, some claim it- 
was objective. I-have-often said this of-the General before, 
and-I-may say it again. Whoever says there-has-been no- 
difference of opinion in relation to-the subjection of-the 
subject, are telling- the truth. This-is what- the speaker 
said : — 

" There-is-no braver man than he." Whatever you say 
upon-the subject, be truthful ; none can object to-this. 
Then, why do-you differ from- him, since he-has-been so 
careful to sfleak-ihe truth? You- will-be-sure to see them, 
whichever way you-go. He-says if-you-will call-upon him 
he-will-be happier. They-will combine to punish-the crim- 
inal They ought to-have-been there before he-began. 
He-gave them the combination of-the lock. I have every- 
reason to believe it-will add to-his happiness to go down 
there. I imagine the question is : when will he begin to- 
learn his lesson. There-was an awful wreck on-the road 
last Wednesday. They-will even be there before eight 
o'clock. In-my opinion they-have begun-the work. 

REVIEW QUESTIONS. —Twentieth Lesson. 

I. What four words may be added by an ^hook? 2. What 
word is added by an 72-hook to or and but? 3. An ^-hook on 
all, of, to, and the horizontal and-tick, adds what two words ? 



124 



COMPLETE SHORTHAND MANUAL. 



4. The /z-hook made into a circle adds what four words? 

5. What three words may be added by an ^-hook to full-length 
curved and straight strokes ? 6. When may own be added to 
the horizontal and-X\ok and to the dash-vowel word-signs ? 



TWENTY-FIRST LESSON. 

LENGTHENED STROKES. 

218. Another modification of the consonant strokes is 
that of lengthening, — making a full length stroke double 
its usual length to add syllables. 

219. Lengthening Ing adds kr and gr. 

linger thinker hunger flankers 



220. Lengthening Etnp adds er. 

timber lumber jumper 

1 



romper 



221. Lengthening any other stroke adds tr> dr, or thr. 
letter tender slaughter scatter twitter 



TWENTY-FIRST LESSON. 1 25 

NOMENCLATURE. 

Section 219: Lay l - Inger, Ith 2 - Inker, Ret 2 - Inger y 
Fel 2 - Inker- iss. Section 220: T l - Ember, Lay 2 - Ember, 
K 2 -Ember, R 1 -E??iper. Section 221: Layter 2 , T 2 -Ender, 
iss-Layter 1 , iss-Kayter z , Teter 1 . 

(a) When a straight stroke is lengthened the context 
will readily determine whether its own sound is repeated or 
is lengthened to add tr, dr, or thr. 

222. A sound denoted by lengthening is read after a 
vowel, but before a final hook, loop, or circle; if a final 
vowel follows the sound added by lengthening, the stroke 
and r-hook must be used. 

later mutters modern angry sundry 

NOMENCLATURE. 

Layter*, Emter*-iss, Emdeni 1 , Ing B -Ger, iss-N 1 -Der. 

223. Double lengths should be exaggerated a little so as 
to be sure they are long enough. 

224. The position of lengthened 'strokes written down- 
ward are as follows : first position, the stroke rests on the 
line, or a trifle below ; second position, half above and half 
below the line ; third position, three fourths of the stroke to 
be written below the line. 

{a) The position of a lengthened stroke written upward 
is the same as a full length stroke : above the line, on the 
line, through the line. 



126 



COMPLETE SHORTHAND MANUAL. 



L.ENGTHENED-STROKE WORD-SIGNS. 

The following list to be written fifty times. 



neither, entire, Enter x 

aU-s^- another, Enther 11 

__-^_ no other, Enther 2, 
I2^_ matter, Emter 2 






- rather, Arther 2 
whether, Wayther 2 

the other, THeTHer* 



farther, further, Fer- 
ther 2 



LENGTHENED-STROKE REPORTING PRINCIPLES. 

225. The lengthening principle is used to represent words 
as well as syllables, as will be seen by the following : — 

(a) A full-length stroke, without a final hook, loop, or 
circle, may be lengthened to add their, there, they are, 
other. 

in their have there if they are several other 



-^--X~ ^ 



had there up there take their until they are 

I \- *— " 



(d) Own, not, and one may be added by an ^-hook. 



TWENTY-FIRST LESSON. 1 27 

in their own had there not another one 



t 



..v_2. 



(c) Fore and of may be added by the /-hook, and to their 
may be written with Tether' 2 . 

had therefore until they are of to their 



t 



226. The following exercise to be copied ten times. 



READING EXERCISE. 




128 COMPLETE SHORTHAND MANUAL. 





^-V_rr n 



\ 






a ..j__^- 



<r* 



-^~V\^-^ 



9' 



-v- 



x___l 



_c_ 



-5-^ 



JL^£UX- 



J" / _1 . 



_£±_^ 



TWENTY-FIRST LESSON. 1 29 



227. The following exercises to be written, corrected, 
then rewritten ten times. 

WRITING EXERCISE. 

Anger, drinker, banker, ringer, hunger, hanker, letter, 
swelter, surrender, material, legislator, order, calendar, won- 
der, eastern, stronger, swifter, diameter, smother, literal, 
reporter, typewriter, Anderson, Alexander, re-enter, temper, 
scamper, amber, timber, slander, sundry, angry, paltry. 

Write, without vocalizing, the outlines for the following 
words ; correct, and rewrite ten times : Teacher, treasure, 
dispositions, prudence, clever, cleave, green, engrave, shud- 
der, whither, northern, waterfall, immaterial, succession, 
vacation, probation, aspiration, train, December, regions, 
study, money, below, resistance, semblance, instance, Law- 
rence, pretence, residence, fringe, density, cucumber, wil- 
derness, stumble, stuff, style, intrust, cluster, utmost, disgust, 
protest, masters, strange, crown, plenty, graphic, curtain, 
explain, traffic, incline, tribune, restrain, exposition, dispen- 
sation, decline, insecurity, insoluble, inspiration, unsalable, 
inscribe, personal, syllable, plural, observation. 

The following sentences contain all the double-length 
word- signs. To be written from dictation four times in six 
minutes : She-was much farther away from-the town than 

9 



130 COMPLETE SHORTHAND MANUAL. 

he. James is further along with-his studies than John. The 
entire matter will come up at-the next session of-the council. 
No other person can tell us whether he-will go away or 
remain. He-was in-your-a/y the other day. Another party 
will call and see-you in a,-day or two. Neither was here the 
entire day. I-would rather he-would do-the work for-you. 
The Reporter will acknowledge- the truth of-the entire mat- 
ter when he calls on-the legislator concerning-the slander 
of-the senators. 

REVIEW QUESTIONS. —Twenty-first Lesson. 

i. Zngis lengthened to add what two syllables? 2. Emp is 
lengthened to add what syllable ? 3. Lengthening any other 
stroke adds what three syllables ? 4. If a final vowel follows 
the syllable indicated by lengthening, how must the syllable be 
expressed? 5. What is the first position for a double-length 
stroke written downward? second position? third position? 

6. What is said about lengthened strokes written upward? 

7. What words may be added by lengthening a stroke? 
S. What words may be added by an /2-hook ? 9. What words 
may be added by an^hook? 



TWENTY-SECOND LESSON. 
THE SHORTENING PRINCIPLE. 

228. The letters / and d occur so frequently that it is 
necessary to provide some method of representing them 
other than the stroke. The method that best answers the 
purpose of speed and legibility is that of shortening, or 
making half-length the stroke that precedes / or d. 



TWENTY-SECOND LESSON. 131 

cheat coat bottom doubter talked lived 



K 



(a) The context will readily determine whether / or d is 
to be added. 

229. The half-length strokes take an initial or final circle, 
loop, or hook, the same as a full-length stroke \ but the final 
hooks are to be read before the added t or d, the circle after 
the /or d ; that is to say, the circle is the last thing read. 

blend street print friend puffed points recounts 

5. — ^-_ IX-----X> .— 



230. Half-length outlines are vocalized, practically, the 
same as if they were full-length strokes. Sometimes the 
learner is embarrassed to know when and where to read 
the / or d, especially when the outline contains one or more 
circles, loops, or hooks. In reading or writing an outline, 
exercise a little judgment, and the seeming difficulties will 
soon disappear. Remember that a consonant-stroke is made 
half-length to denote that a / or d sound follows the stroke 
made half-length, and that the same is read after a final 
hook, but before the circle. Carefully observe the outlines 
for the words below, and note the order of reading. 

splint plant straight restraint infatuate 



„_.. v 1 — ^li — 23 

231. The strokes for Way, Yay, Emp, Ing are never 

made half-length unless they have a loop, initial, or final 

hook. 

swooned yield stamped impugned 

a 

n 
._<^__ _^ r ^ 



132 COMPLETE SHORTHAND MANUAL. 

232. As Yay, Way, Emp, and Ing are not made half- 
length, the corresponding light strokes, R, L, M, and JV r 
may be shaded to indicate that d follows ; if unshaded, 
that / follows. 

old light soared sort mode met end night 

fl 9S ^N ^s w 

{a) Occasionally, to avoid an awkward outline, it is better 
to write / and r upward, instead of downward, even though 
they are followed by d ; upward strokes, of course, are no 
shaded* 

gored lard embezzled misled 

-~j=^~~.^~...^sr /ezSL^ 

(l?) R, L, M y and N are not shaded for d if they contain 
an initial or final hook. 

mind earned land Alfred find renowned 

— ?- -,-.--„— £L__A. 

233. Lay, Ray, and Hay, when standing alone, are never 
halved to add d. 

234. When / or d is preceded by another / or d sound, 
it is sometimes necessary, in order to denote the past tense, 
to disjoin the d. 

dated treated retreated deeded 

- - t, Ll^i -I 



235. After an n or shon-\ioo\, it is allowable to write a half- 
length s upward, and when so written it is called 1st; thus, 
"factionist" (F*- K-shon-Isi), " opinionist " (Nen 1 -Ist). 



TWEXTY-SECOXD LESSON. I 33 

236. The halving principle, like many others in short- 
hand, is not to be invariably employed ; but judgment must 
be used, and due attention given to analogy, angles, syllabi- 
cation, and outlines that obviate difficult joinings. 

237. The full-length stroke must be employed when a 
curved and straight stroke are joined without an angle 
between them. 

liked ^gged effect evoked 



'StL 



238. The addition of a syllable requires the use of the 
stroke for / and d. The half-length principle does not 
apply in such cases. 

need needy Kit Kitty sold solid pit pity 

„ ~_ _ H :'*"' T > ^ --- V 

NOMENCLATURE. 

Section 229 : Blend 2 , iss -Tret 1 , Prent\ Frend\ Peft*, 
Pents 1 , Ray z - Kents. Section 230: iss-P/ent\ P/ent 3 , 
iss - Tret 2 , Ray 2 - iss - Trent, N- Fet 1 - T. Section 231: wx- 
Waynd 3 , \ r eld \ steh - Med 3 , Empened 3 . Section 232: 
Mend 1 , Arnd\ Lend*, Lay* 1 -Fred. Fend 1 , Ray*-Nend. 
Section 234: Bed 2 D z , Tret 1 !)' 2 , Ray 1 - Tret D z , Ded 1 
D 2 . Section 237: Lay^-K-T, F 2 -Gay-D, F 2 -K-T 
V 2 -K-T Section 238: Ned 1 , N-D\ Ket 1 , K-T 1 , 
iss- Eld 2 , iss 1 - Lay- D, Pet 1 , P 1 - T. 

TO THE LEARNER. 

239. You must be careful to distinguish the half from the 
full-length strokes ; too much pains cannot be taken in this 



134 COMPLETE SHORTHAND MANUAL. 

particular, for often illegible notes can be traced directly to 
carelessness in this respect. It is better to make the half- 
lengths less than half, rather than more. As / and d are the 
most frequently recurring consonants, it is necessary to under- 
stand the halving principle, no matter how long it may take 
you to do so. We are anxious to have you " get on/' but 
it must not be done at the sacrifice of correct outlines and 
legible notes, which is sure to occur if you do not give the 
necessary time to learn this lesson, one of the most impor- 
tant in the book. 

240. The following exercise is to be read and copied ten 
times. 

READING EXERCISE. 



A- X I- , A, A . *■ 



# ) 

~vc J. : fc_ £_ „ ^ v _„ -™>a/„ 



v 



r . Q. ^ .%__.& _Sl_ >6 Sl JL 



j£>__„SS'_ 



~"^ r 



, £■ . , -^ a. _^ _!-— _ J; <^_ Jl. 3! 



TWENTY-SECOND LESSON. 135 

-, — Jr 1. £l_£I!_h^_ 

._rk-— £. , ^| ^ L x—£t— 



136 COMPLETE SHORTHAND MANUAL. 



■V-fc--^- 



JZL 



241. Write the following exercise, correct, and rewrite 
ten times. 

WRITING EXERCISE. 

Pet, bad, date, jade, tight, caught, cut, gout, feet, fade, 
vied, evade, east, shed, late, old, art, meat, mud, mate, need, 
plate, paved, plied, blunts, tints, trot, dents, drift, chants, 
joined, cuffed, nets, faints, grit, throat, spouts, strayed, 
friends, soared, convened, secrets, rift, blends, prates, stu- 
dent, lends, sends, consent, slights, fleets, brand. 

Write, without vocalizing, the outlines for the following 
words ; correct, and rewrite ten times. 

Verdict, definite, deadly, shepherd, intestate, cultivate, 
latitude, modify, threatened, tradewind, ascertained, fort- 



TWENTY-SECOND LESSON. 1 37 

night, indict, badly, dotage, strained, sentiment, midnight, 
astound, infatuate, esteemed, protect, ascends, fired, con- 
tend, afford, liked, road, renewed, effect, navigate, treated, 
foothold, located, meditation, madam, wisdom, beautify, 
cotton, invade, winked, loved, bullet, debate, compared. 

The following letter is to be written, from dictation, four 
times in eight minutes. 

In reply to yours of-the 27th ultimo, relative to-the com- 
mercial position of Messrs. Haws & Taylor, of Natches, 
would-say, they-have, by their honesty, energy, and strict 
attention to business, secured-the entire confidence of mer- 
chants in-this-city, and-have succeeded in building up a- very 
large trade over a-large section of-the Southwest. 

By their shrewd management and cautious investments 
they-have risen high in-the estimation of our business com- 
munity, and-bid fair to become one of-the leading houses 
in our section. Any transactions you-may-have with-them 
will accrue, we-are confident, to your advantage. We 
remain, Yours truly, 

Bradner & Cotton. 

REVIEW QUESTIONS. —Twenty-second Lesson. 

1. Making a stroke half-length adds what two letters? 2. Is 
a final hook read before or after the / and d? 3. Is the circle 
read before or after? 4. How are half-lengths vocalized? 
5. What four strokes are not made half-length unless they have 
an initial or final loop or hook? 6. What four strokes are 
shaded to show that d follows? 7. What three letters, when 
standing alone, are never halved for d? 8. How is it sometimes 
necessary to denote the past tense ? 9. When must the full- 
length strokes for t and d be employed? 10. An additional 
syllable requires what? 



138 



COMPLETE SHORTHAND MANUAL. 



TWENTY-THIRD LESSON. 

HALF-LENGTH WORD-SIGNS. 

242. The following list of word-signs to be written fifty 
times. Sooner or later every word in every list must be so 
thoroughly familiarized that it can be written as quickly as 
it can be pronounced by a good reader. The half-lengths 
are named Pet, Bet, Tet, Det, Chet,Jet, etc. 

X_. without, THet* 

) 



„y_ put, Fet B 

_a^_ about, Bet 3 

quite, Ket 1 

-^- could, Ked 2 

God, Ged 1 

_— -„ good, Ged 2 

_— - feature, if it, Fet 1 

.!_ after, Fet 2 

_\__ future, Fet B 
»j^ footstep, Fet^-steh 
J_. thought, Thet x 
that, THeti 



astonish-ed-ment, Est 1 

w-JL establish-ed-ment, Est* 

~-L is it, Zet 1 

--^- as it, was it, has it, Zet* 

-)-- used, Zed 3 

«™ wished, Isht 1 

r 

'- little, Let 1 

-£- let, Let* 

_i5_ let us, Let-iss 2 

-C seldom, iss-Eld 2 

-£- world, Eld 2 





TWENTY-THIRD LESSON. 1 39 


•> 


Lord, read, Ard 1 


t- 


called, equalled, Keld 1 


*z. 


word, Werd' 2 


~Sr- 


valued, Veld z 


** 


might, Met 1 


<\ 


particular, Pret 1 


rs 


immediate, Med 1 


J^ 


pretty, opportunity, Pret 2 


-£**. 


made, Med' 2 


<\ 


spirit, is s~ Pret 1 


<r^ 


somewhat, iss-Met 1 


JL 


toward, Tred' 2 


_C£N_ 


sometime, iss-Met 2 


c~ 


according-ly, Kred 1 


~ 


not, Net 1 


,C3» 


cared, Kred 2 



r 



nature, Net 2 



natural-ly, Net 2 L 



,-w, under, hundred, End* 

. is not, iss-Net 1 

_&s. as not, has not, iss-Net 2 

want, Went 1 

P i till it, Telt 1 

JL, told, 7>/</ 2 

-f__ until it, 7£// 3 



cl great, GV*/ 2 
_7. authority, T^/ 1 

^._?__ throughout, Thret* 

in order, Nerd 1 

jL did not, Zte/// 1 
_jL do not, Dent 2 

--J- had not, Dent % 

J 

— gentlemen, Jent 1 

-s^- gentleman, Jent 2 



140 



COMPLETE SHORTHAND MANUAL. 



O 



i. kind, cannot, Kent 1 
^ account, Kent 2 
will not, Lent 1 
<**** we will not, Welent 1 
Qi~, are not, Arnt* 
i^ we were not, Wernt 1 



j^2 were not, Wernt 2 



mind, Mend 1 



»^5- may not, am not, amount, 
Ment 2 



o 



we may not, Wement l 



f , 



it will not, Telent 1 



which will not, Chelent 1 



HALF-LENGTH REPORTING PRINCIPLES. 

243. An additional use of the shortening principle is that 
of adding words as well as the two letters / and d, as illus- 
trated by the following rules : — 

(#) It and what may be added by halving a preceding 
word-sign, the sign halved retaining its position. 

do it had it know it in what think it 

(b) Had and would may be added in the same manner, 
the sign halved being always written through the line. 



it had 

— I- 



which would 

-— /- — 



she had 



they would 

— < 



244. Theoretically the dash- vowel word- signs are shorter 
than the half-lengths, and the ticks for the, a, an, and, he, 
and / are shorter than the vowel-signs, although there is no 
difference in the naming of such signs. 



TWENTY-THIRD LESSON. 141 

(a) The Graham nomenclature distinguishes the dash- 
vowel signs and ticks from the half-lengths by adding the 
syllable old to the former; thus, " do-the " (D' 2 - Retold) ; 
" or- the " ( Tetoid x - Retold) . 

245. Derivatives may be formed from the above, or any 
preceding or subsequent list of word-signs by prefixing or 
affixing, joining or disjoining, according to convenience, the 
consonant or consonants necessary to form the derivative ; 
thus, Lay is added to " world" for •'•'worldly/' N-iss to 
"great" for "greatness," L to "gentleman " for "gentle- 
manly ; " iV 7 is prefixed to " kind " for "'unkindly," etc. 

246. When a regular verb is represented by a full-length 
stroke, the past tense may generally be indicated by making 
that sign half-length. 

remember remembered equal equaled care cared 



.X 



JV. 



247. Read and copy the following exercise ten times. 
READING EXERCISE. 

A * ^ -o < 1 



V 



_Z 



v__z > — j=^ — ± i__± 



Jk jL a^ 




142 COMPLETE SHORTHAND MANUAL. 



_^ 



_\. 



^-_,^ 



-H- — H- 



"/ 



\ 



-fZ- 



^^_1_£Z_ 



> iX( 



iZL-,-ZL 



Z 



V 



J- 



1; 




.y__^ ^ — s,_____^> p_. 



_:____V 


^ , „ / C .1 x -^k/ 


* \ -: 


'■• / 



^-fs>_ 



t ' / 

> . X I > 



r _L_U^ ; - 



TWENTY-THIRD LESSON. 143 



-C- 



— F- 



) < 



J__ f __.)„_J._r_/.^_2_^.!:_^__ 



^__j 



-LJL^J l ~ 



^> 



^ 



,_JL 



j. . . ra ^ V-* 



„i_ _<EBr__\^i2L A_ •-_ ^ —y ^Z. _ . 



^-S---^-^- 



i v 



V 



r 



248. The following sentences contain all the half-length 
word-signs. Practice writing the same until they can be 
written, from dictation, three times in twenty-five minutes. 



144 COMPLETE SHORTHAND MANUAL. 

WRITING EXERCISE. 

He-says he-made and put these-things together. It-is 
quite likely he-went to-his work immediately after-the gen- 
tleman called. The Lord is-as good-as he-is great. We 
heard that-the gentleman could-not account for-the astonish- 
ment, and- for this- reason they- will naturally want to know 
more about it. If it were-not for-his good-nature we would- 
be somewhat inclined to let-the opportunity pass. Is-that 
his footstep ? It-is seldom that he adds a new feature to-the 
establishment. It-is little use to ask him what he-will-do 
in-the future. They-are pretty sure to establish a hundred 
of-them this year. He-has-not been here since Sunday. 
He-may-not pay-the amount until- it-is too late to-be of 
service to him. The amount equaled one hundred dollars. 
He-is-not going till-it-is settled as-it should-be. They cared 
nothing about his authority. Let them go on with-the work 
if-they wish. Let us, in-the spirit of truth, be particular to 
read from-the word of God. He-will astonish-the people 
throughout- the world, and this-is what he wishes to do, 
and-is what I told-you I-thought he-would-do. It-will-not- 
be to-his immediate advantage, under the present state of 
affairs, to establish-the institution according to-his idea of 
what is right. We-are-not astonished to learn that he cared 
nothing about them. We-do-not and cannot think that 
it-will-be kind or in-order for-them to act in-this manner 
toward-them. He did-not-do these-things until-it was too 
late to-be of service to-us. They had-not valued-the estate 
at-the time we called; however, we-may-not-be rightly 
informed on-the subject. I-am-not sure, as-it-has-been 
claimed, that he used-the goods without-the consent of-the 
gentleman of-the house. We-will-not mind what he-says 



TWENTY-FOURTH LESSON. 1 45 

without-he gives ^-better reason than that which he-has yet 
presented. We might say it-has-not, and will-not-be called 
for for some time to come. Did he-say " which- will-no t," 
" are-not," or "am-not"? She is-not coming this way 
till-it-is settled as-it should-be. It-was the most natural 
thing in-the world for- him to have said, " I would as lief 
come as-not." Did-the gentleman say, "is-it," "some- 
what," or "has-it"? He-will tell it to-the whole world 
should an- opportunity be-presented. We-are-not dX-present 
prepared to say what we- will- do. 



TWENTY-FOURTH LESSON. 

CONTRACTIONS. — SECOND LIST. 

249. Contractions, like the word-signs, must be thor- 
oughly familiarized. The following list to be written fifty 
times. It may seem something like a task to practice the 
sentences until they can be written within the specified 
time ; still, this is absolutely necessary, if the learner expects 
to become a reporter. The frequently recurring words must 
be so thoroughly familiarized that they can be written with 
the rapidity of speech, and the ability to do this is accom- 
plished by writing the words again and again, either sepa- 
rately or in sentences. 

JTT7— acknowledged, K-Jed^ i — / intelligible-y, Ent-J^-Bel 

„J*^L- afterward, Fet^-Werd „ influential, N^-Shel 



-K 



anticipate, Fnt-iss- Pet 1 i >^- investigation, N-V' 2 >iss - 

io eshon 



__j inconsistent, N-ses-Tent- 



vP- 



indiscriminate-tion, End 1 - 
iss-K 



_„£&_. indispensable-y, End~iss r 
Pens* 

__j£_^ intelligence, Ent-Jens* 

_^L intelligent, Ent-Jent* 

, _ interest, Net-iss-T* 

q — \ transcript, Ter*-iss-K-Pet 

1 
- crrrf _ transgress, 7>r a - &r - GVy/ - 



•ir^Z^ manuscript, J/ N-iss- 
K-Pet* 



I46 COMPLETE SHORTHAND MANUAL. 

^-nrrw^ acquaint-ed-ance, K*-Net 
^Z\^ capable-ility, K-Bel* 

_ V/_ forward, F*-Werd 



m « . onward, Ret l -Werd 

J\ practicable-ility, Per ° - A?/ 



fD\-- probable-ility, Per*-B 

\^_ phonographer, Fen * - ^<2j 

JVoztl phonographic, Fen*-K 

X remarkable, Mer-Bel* 

__/_^>_ representative, Ray* P 
five 

-JiJSx. representation, Ray* P- 
shon 

J) - understand, Endiss- 
Tend* 



^j^L. understood, End-iss-Ted* 



250. The following exercise to be read and copied ten 
times. 

READING EXERCISE. 



<- 



*r 



A,_. 



<\ 






* X 



^ 



A__.)_._rf-. 



.-Z 



L_^_. J\_ 



JJL 



-H-- 



TWENTY-FOURTH LESSON. 



147 



_(__ 



-v- 






J 



— I- 



.!3 !_*=-. 






rV c /- — <L 



_;__<:__•_ 



-La 



^i^>- 



/° 



s\ 






<^> 



■_A._^ 



^jL 



( 



_.o:. 



_^l_ 



.^_..:.._v^ 



\ 






vj__Xl 



-«^1.(>.J..=V. 



17- -<■->-'■— 



£ > 



.nC-^-^-l 



.^_ 



148 COMPLETE SHORTHAND MANUAL. 

_^__<__^. -i_\-^ -^-^— ^— 1-4- 

, ^ -^•'.■.^■■./__j_C_--«— a 1 



^_._^__,„_^__^..r__j^_/ 



251. The following sentences contain all the contractions 
in the second list. Practice writing them until they can be 
written, from dictation, three times in ten minutes. 

WRITING EXERCISE. 

The truth of-the entire matter was acknowledged after- 
ward by-the representative. They anticipate much pleasure. 
He understood-the practicability of-the subject which-was 
up for investigation. We understand that he-will ftay-the 
interest within four days. She is an acquaintance. No one 
doubts-the man's capability. They were-not understood. 
The understanding was that he-was acquainted with-him. 
If you-are ready you-may speak with-them. We-did-not 
question-the gentleman's intelligence. The probability is 



TWENTY-FIFTH LESSON. 1 49 

that an indiscriminate use of-the manuscript is practicable. 
The man who-is making-the investigation is influential, intel- 
ligent, capable, and a remarkable phonographer. Another 
intelligible transcript, which-will greatly interest-the phono- 
graphic representation, will go forward within a-few-days. 
It-is inconsistent for-him to further transgress-the laws, 
which are indispensable to-the highest good of-the people. 
He-is a-man of intelligence, and says he-will go onward 
rather than backward. Whether your time calls you to-live 
or die, do both like a prince. We-will-not anticipate-the 
general question. 



TWENTY-FIFTH LESSON. 
PREFIXES. 

252. In the preceding lessons there has been presented 
the principle of writing to the consonant-strokes small and 
large circles, small and large loops, small and large hooks, 
initial and final ; strokes have been lengthened and made 
half-length ; and as these strokes are not subject to further 
modification, there are needed, in order to attain greater 
speed in writing, other principles or sources of brevity. 
This is secured, not by new characters or signs, but by 
putting those already presented to other uses \ for instance, 
many words begin with a prefix, — the first syllable of many 
words, — and instead of writing these frequently occurring 
syllables in full, they are represented by a disjoined stroke, 
half-length, circle, dot, or tick. 

253. Con, com, cog, expressed by a light dot placed before 
the remainder of the word. 



ISO COMPLETE SHORTHAND MANUAL. 

convey complain cognate combine 

u__v_. :?. „x._. 

254. Accom, expressed by a heavy dot placed before the 
remainder of the word. 

accompany accommodation accomplish 

-W----A -V-. 

255. Czrcum, self, expressed by iss written beside the 
first stroke of the remainder of the word. 

circumspect self-respect self-knowledge 

...°L. s&. .^.„. 

256. Contra, contro, counter, expressed by a short dash 
written at right angles with the first stroke of the remainder 
of the word. 

contraband countersign contradict 

.± v __ I... 

257. Decorn, discom, discon, expressed byZ> written near 
the remainder of the word. 

decompose discontinue discomfort 

_..H, Ik !&_..„ 

258. For, fore, expressed by F written before the re- 
mainder of the word. 

fore-father fore-finger 



U 



TWENTY- FIFTH LESSOX. 151 

259. Incom, incon, incog, expressed by N written near 
the remainder of the word and above the line. 

incomplete inconstant incognito 

.7^ ^ _7ri- 



260. Intro, inter, enter, expressed by Net written in any 
position near the remainder of the word. 

interpose introduce entertain 

^ 4f J: -~ 

261. Magna, viagni, expressed by M written above the 
line and partly over the remainder of the word. 

magnanimous magnify magnitude 



262. Mis con, mis com, expressed by M-iss written above 
the remainder of the word. 



miscomputation misconduct miscompute 

— t U - -^'" 



263. Noncon, noncom, expressed by Ken written above 
the remainder of the word. 

noncontent noncompliance noncommittal 

..a ^_ __._:&_. 

264. Recon, recom, recog, expressed by Ray written near 
the remainder of the word ; Irrecon is expressed by R, the 
down or curved stroke for r. 

reconcile recompense recognize irreconcilable 

...-r.T... ,.^5k_ __^_ :S£L„ 



152 COMPLETE SHORTHAND MANUAL. 

265. Uncon, uncom, expressed by N written near the 
remainder of the word, but on the line. 

uncompressed unconscious uncombined 
-.._..0& ^o/v _^>!L__. • 

266. Unrecom, unrecon, unrecog, expressed by Ner writ- 
ten partly over the remainder of the word. 

unrecompensed unrecognized unreconcile 

>L ___!r_ _ 



PREFIX REPORTING PRINCIPLES. 

267. A syllable preceding any prefix sign given above 
may be joined to such prefixes. 

undecompose unforeseen unmagnified uncontradicted 

^±l ^k^ „^hl ^ip 

268. Con, com, cog may sometimes be expressed by 
commencing the next word partly under the preceding 
word. 

generally contented they will compensate in this connection 

y, _£w JX^ 



/l~^ A^w._ 



269. The reporter may safely join many prefixes instead 
of disjoining them. 

foreswear inconvenient entertain interview 



±*c -.^k. .1 



.^.- 



TWENTY-FIFTH LESSON. I 53 

270. Word-signs may also be used as prefixes, and, with 
the exception of under, they retain their position when 
joined. 

although to-morrow undertake almost forenoon 

t- ***. i. 3t -W. 

(a) In the word " forenoon," the prefix /ore is always 
joined ; in " afternoon " the prefix after is disjoined. 

READING EXERCISE. 

t 



y* ^ .— .'-^ "iv. ^^ 



i^A^.^__J^k_^_^ 



_— IO^_ 



, > -* ^ c 



) 



L ____i _j-u^ i\ L_„--°L._--- *,. 



154 COMPLETE SHORTHAND MANUAL. 



v___r__ A J._:^. w _, 



-I- 



f ri I . 4; ^ .r n 



J__V-^X .^ ~t 



■ ^ 



■(- 



271. Write the following exercise, correct, and rewrite 
ten times. 

WRITING EXERCISE. 

Cognate, complain, accomplish, circumscribe, counter- 
check, contravene, countermine, foreland, fore-foot, fore- 
noon, unforeseen, intercourse, interfere, introduce, inter- 
jacent, intertwine, interview, magnify, misconjecture, 
circumference, circumstance, circumvention, discontent, 



TWENTY-FIFTH LESSON. 1 55 

disconsolate, incompatible, inconclusive, irreconcilable, 
miscompute, misconstrue, noncompliance, nonconformist, 
recompense, recombine, uncompressed, unrecognized, small 
compensation, although, almost. 

I-shall consider it an accommodation if he-will accompany 
me on-the journey. Circumstances are such that it-will-not- 
be possible for me to communicate with- them. It- will 
greatly incommode him if-they interpose. After comparing 
his notes with-the-other members of-the committee, he came 
to-the conclusion that-the circumference was greater than 
was really necessary. In-the conversation he-was noncom- 
mittal on-the subject of-his misconduct. He contradicted- 
the report concerning his having received-the countersign, 
and this ended-the controversy. He-has-been compelled 
to discontinue-the paper, although this will discommode his 
many friends. It-is said he-will introduce-the resolution 
at-the next meeting of-the committee. He-is-not aware 
of-the magnitude of-the undertaking. He-is a man of 
great self respect and courage. He-will recommend-the 
passage of-the bill at-the next session of Congress. She-was 
unconscious several moments after-the accident. We under- 
stand his compensation was to-be-the contribution received 
in-the forenoon and afternoon. 

Practice the following letter until it can be written, from 
dictation, four ti?nes in seven minutes. 
Messrs. Jones 6° Smith, Albany, N. Y. 

Gextlemex, — Having become firmly established in- this 
city, and owing to-the improvement in our business, which 
is rapidly developing itself, we feel desirous of opening an 
account with-your house, and would-be pleased to have you 
forward us your terms of settlement, together with a trade 
list of-your publications, and some of-your complete cata- 



156 COMPLETE SHORTHAND MANUAL. 

logues, upon-the receipt of-which, and your conditions be- 
ing accepted, our Mr. Claxton will call upon and furnish you 
with all-the necessary information regarding our business 
and standing. Waiting for-your reply, we-are, gentlemen, 
Yours truly, 

Claxton & Co. 

REVIEW QUESTION'S. — Twenty-fifth Lesson. 

1. How are the prefixes con, com, cog expressed? 2. Accomf 
3. Circum, self? 4. Contro, contra, counter? 5. Decom, discon, 
discom? 6. For, fore? 7. Incom, incog, incon? 8. Inter, 
intro? 9. Magna, magni? 10. Miscon, miscomf II. Noncom^ 
nonco7i? 12. Recon, 7'ecom, recog? 13. Irrecon? 14. Uncom^ 
uncon ? 15. Unrecoin, unrecog, unrecon ? 16. How is a syllable 
preceding a prefix indicated? 17. How may con, com, cog, 
sometimes be expressed otherwise than by the dot? 18. What 
is said about joining the prefixes? 19. Are word-signs ever 
used as prefixes? 



TWENTY-SIXTH LESSON. 
AFFIXES. 

272. The ease and speed of writing are still further 
increased by the use of signs to express certain frequently 
occurring syllables at the end of words. 

273. Ble-y may be expressed by a joined B. 
sensible fashionable advisable profitable-y 

1 

274. For, fore, far may be expressed by a joined F. 



TWENTY-SIXTH LESSON. I 57 

therefore wherefore so-far as-far-as 

275. Ingly may be expressed by a heavy disjoined tick, 
written in the direction of B or /. 

knowingly lovingly willingly seemingly 

276. Lessness may be expressed by ses, written at the 
end of the preceding part of the word. 

lawlessness carelessness recklessness 



277. Mental or mentality may be expressed by Ment, 

disjoined. 

fundamental instrumental-ity 



278. Ology may be expressed \sy J, joined or disjoined, 
zoology physiology theology 



-V---V- 



279. Ship may be expressed by Ish, joined or disjoined, 
lordship courtship friendship ownership 

— -3L _c4^ ^ , sS^ 

280. Soever may be expressed by issr V, 
whensoever wheresoever whosoever 

_J?L_^L (-- 

(a) When convenient, the reporter frequently joins the 
prefixes and affixes. 



158 COMPLETE SHORTHAND MANUAL. 

281. The syllables ality, ihty, arity may be expressed by 
disjoining the consonant preceding the syllable. 

instability formality popularity prosperity 



\ 

(a) Bleness, fullness, someness may be expressed by a small 
circle written at the end of the preceding part of the word, 
teachableness mournfulness irksomeness 

y _ ^> v^ 

o 

TO THE LEARNER. 

282. Take every opportunity to analyze and mentally 
outline words. Read an article and note what words are 
word- signs and contractions, at the same time recalling the 
sign. Do the same with words to be written in full, and 
learn to do it quickly ; of course, the more practice you get 
in writing the outlines which you form in the mind the 
sooner you will be able to make practical use of shorthand. 
Be regular in your study. Do not let a day pass without 
giving some portion of it to either writing or reading. More 
will be accomplished by devoting fifteen minutes a day, and 
as near a certain hour as possible, than by two hours irreg- 
ular practice as opportunity offers. 

283. The following exercise to be read and copied ten 

times, 

READING EXERCISE. 




?-..%jf^tg, 



TWENTY-SIXTH LESSON. 



159 



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7 ^-^ <^\ °\x V_9 



r 



..Ol,_:Q-_A 



./___f>i. 



J "-^ 



XjL 



_L1 



^c 



> V > 

•O c/L. 



"-/- 



-M.~- 



-4=r- 



*_L 



4 ' "> ^ 



. tf^s 






w •- L 

.^rb__;_/ <r^s, , ^r^>_ * ,. 



l6o COMPLETE SHORTHAND MANUAL. 



^ 



284. The following exercise is to be written, corrected, 
and then rewritten ten times. 

WRITING EXERCISE. 

Insurmountable, accountable, questionableness, skillfulness, 
faithfulness, wherefore, laughingly, seemingly, groundlessness, 
thankfulness, monumental, supplemental, fundamental, oste- 
ology, phrenology, theology, fellowship, friendship, township, 
whomsoever, whensoever, frugality, principality, instability. 

We-are ready for-the goods ordered of-you several- 
days ago ; therefore, you-will-please forward-them at-once. 
Through his instrumentality the work was accomplished. 
They keenly feel-the disgrace into which he-has fallen. 
He-is a very sensible man and well posted in mineralogy, 
zoology, and-physiology. To cover present shipment we 
apply for funds to Thomas Smith, of Albany. We-are glad 
to hear of-your prosperity, and trust you-will continue to 
grow in popularity with-the people where you-live. Your 
order came duly to hand, and-it shall-have our immediate 
and personal attention. The plausibility of-his popularity 
in-his own township is altogether probable. Hereafter 
your-letters shall-have our immediate attention. Study 
condensation in-your style of composition, and- thus con- 
travene constant criticism. 

The following letter is to be practiced until it can be 
written, from dictation, four times in five minutes. 



TWENTY-SEVENTH LESSON. l6l 

John Smithy Buffalo, N. Y. 

Dear Sir, — I acknowledge-the delay in-the payment of- 
your account, but I assure you it-is unavoidable, and quite 
impossible for me to settle at-present, by any means at my 
command, nor can I- do- so before- the expiration of sixty 
days, at-least, from date. As your-letter is pressing, may I 
suggest a negotiable promissory note from me for-that time. 
If agreeable, please notify me, and at maturity it-will-be 
honored upon presentation. I remain, 
Yours truly, 

W. B. Noble. 

REVIEW QUESTIONS. — Twenty-sixth Lesson. 

I. How are the affixes ble and bly expressed? 2. For, fore, 
and. far? 3. Ingly? 4. Lessness ? 5. Mental and 7?ientality? 
6. Ology and a logy ? 7. Ship? 8. Soever? 9. How may the 
syllables ality, ility, and arity be expressed ? 



TWENTY-SEVENTH LESSON. 

OMISSION OP^ CONSONANTS. — OMISSION OF 
WORDS. 

285. If the directions for study and practice given in the 
preceding lessons have been faithfully followed you should 
be able to write any word in the English language, and with 
the best outline for that word. Rules have been given for 
the complete consonant expression of words and the full 
vocalization of the same, and if you have learned them as 
thoroughly as you ought, you will have no difficulty in writing 

11 



1 62 COMPLETE SHORTHAND MANUAL. 

any word in the language. You should be possessed of 
such a thorough knowledge of the principles and outlines 
as to make the practice of shorthand writing easy, pleas- 
urable, and useful. 

OMISSION OF CONSONANTS. 

286. To add somewhat to speed, certain consonants 
which are scarcely heard in the ordinary pronunciation 
may be omitted. 

287. P in such words as 

consumption resumption exemption tempt pumpkin 

288. T 7 following s in such words as 
custom lastly testify costly postponed 



./L_V___r^_ 



{a) Tis omitted in the phrase "just as/ 7 which is written 
with the outline J-ses. 

289. Occasionally a consonant which is distinctly heard 
may be omitted, providing such omission saves a difficult 
outline, as n, r, and k in such words as 

passenger transaction describe explain 

_) u u_ ^__„ 

290. The above are only given as examples as to what 
the advanced writer may do by way of omitting consonants. 
The reporter may safely omit any consonant that would not 
endanger legibility. 



TWENTY-SEVENTH LESSON. 163 



OMISSION OF WORDS. 

291. The phrase of the may be implied by writing the 
word following the phrase close to the word preceding it. 

close (of-the) week most (of-the) people one (of-the) greatest 



292. To may be implied by writing the next word just 
below the line of writing. 

to give to it to do to which to you 

(a) This position is never used to indicate to before me 
or my. In such cases the to must be prefixed to the follow- 
ing me or my, to distinguish from to him. 

to-me to-my to-him 

(b) When a word is written below the line to imply to it 
is said to be in the fourth position. 

293. Have may be omitted when it precedes been and 
done. 

shall (have) been shall (have) done cannot (have) done 

.__.._! 



<---Y- 



294. The advanced writer may safely omit any word that 
must and naturally will be supplied to complete the sense, 
as in the following illustrations : — 

again and again hand in hand word of God 



1 64 COMPLETE SHORTHAND MANUAL. 

more or less in the world according to that 



c^ 



^f 



cr x 



(#) The principle of omitting words, however, must not 
be carried to that point where it would be difficult to decide 
as to the proper word to be supplied. 

295. The following exercise is to be read and copied ten 

times. 



READING EXERCISE. 



~jr - 



r — ,r^ 




^J^>- 



TWENTY-SEVENTH LESSON. 1 65 

x^L^ ^C^ )^ _ feC _ _|._|. 

"I -— n - ( - 

_ / V--) .^ ■ * V 

) : _.__<^>__/__ Jirb _° ^__ 



J— — --/-^v 



_\r__*.J *.,--f^.— 1£* J. a- 



-\- 



-->-^-H-i-- 



xui^j. 



j^___^_L-^_> 



1 66 COMPLETE SHORTHAND MANUAL. 



WRITING EXERCISE. 

Pumped, camped, limped, cramped, exemption, Sampson, 
anxiety, function, compunction, distinction, priestly, post- 
mark, postoffice, boastful, contestable, mostly, tasteless, con- 
struction, refraction, production, instruction, merchandise, 
demonstrate, transcend, transfer, transport, transplant, priest- 
craft, transcribe. 

Noise (of-the) engine, close (of-the) day, time (of-the) 
day, close (of-the) month, (to) advantage, most (of-the) 
money, many (of) those, to-me, (to) go, (to) him, to-my, 
place (to) place, city (to) city, house (to) house, will 
(have) been, more (or) less, over (and) over, shall (have) 
been, fineness (of-the) fabric. 

Write the following sentences ; correct, and rewrite until 
they can be written, from dictation, three times in seventeen 
minutes, 

We-cannot sanction such a foolish attempt. The passen- 
ger says the destruction (of-the) temple was complete. I- 
will-call and see-you sometime about-the close (of-the) 



TWENTY-SEVENTH LESSON. 1 67 

week. He-is one (of-the) greatest statesmen in (the) 
world. We intend (to) give-it our attention at-the earliest 
possible moment. He-was very anxious (to) receive his 
exemption papers before-the first (of-the) month. The 
lady was very anxious to purchase a very costly garment. 
The conductor gave directions (to-the) messenger to call- 
the passenger at four o'clock. He said he would de- 
scribe-the entertainment (to-the) best of-his ability. Please 
let-us know, sooner (or) later, (to) whom you-refer. There- 
must-be some mistake about this-matter; still, it-may-be 
that he-is-right. Every morning and-evening he reads 
from-the word- (of) God. They went hand (in) hand 
down towards-the river. He-said he-would send (to) you 
for-the-money before-the last (of) this week. The farm 
contains eighty acres, more (or) less. With-that fatal 
disease, consumption, he sank lower from day (to) day. 
The passenger and messenger were very anxious (to) learn 
the truth (of-the) remark concerning-the trip, which is-said 
(to-have) been a very costly one. (To) whom does-the 
husbandman owe-the instruction received at-the close (of- 
the) day? " There-is none better in (the) world," was his 
remark. Sooner (or) later he-intends (to) give some (of) 
them considerable money. It-seems (to) me the remark 
was-not well chosen. The boy had a-watch, but-he could- 
not-tell-the time (of) day. They-had already promised 
to-give-you the work as-soon-as your services were needed. 
He-is anxious to have-you come-up (to-the) city as-soon-as 
convenient. There-can-be no-doubt about-the truth of-his 
statement. 



1 68 COMPLETE SHORTHAND MANUAL, 

TWENTY-EIGHTH LESSON. 

MISCELLANEOUS PRINCIPLES. 

296. Enlarging the brief way and y ay. 

(a) A brief way word-sign enlarged in its natural direc- 
tion adds to it another brief way word-sign (we, with, were, 
what, would) . 

we were would we were with what would 

-^ ;.? _.c ,..L..„. 

(b) Enlarging the brief way word-signs we, with, were in 
the direction of Ray, and the brief signs what and would in 
the direction of Chay, adds to the sign enlarged a brief yay 
word-sign (ye, year, yet, beyond, you). 

with you were you what year would you 

—fi^.-..,*-. ..2....,.......^. 



(e) Enlarging a brief yay word-sign, in its natural direc- 
tion, adds a brief way word-sign. 

you would ye were you were ye would 

_-^_>L Q........^ 

(d) The context will readily determine what word is to 
be added by enlarging a sign. 

297. A heavy tick, written in the direction of Pox Chay, 
may be joined to a word-sign to represent their, there, they 
are. 



TWENTY-EIGHTH LESSON. 1 69 
would there since their should there can there 
^. . _*<*. rrf^.. 

(a) A heavy tick may also be used, disjoined, at the end 
of a word, to express ing and a following their or there. 

doing their having their staying there 

4 V^ 1 

298. When you begins a phrase, and is followed by a 
perpendicular or sloping stroke, it may be joined as a hook, 
practically an r-hook, written on the line ; on Ith and V the 
hook is turned on the back of the curve. 

you be you do you shall you have you think 

—\ 1- 9 1 1 -~ 

299. In phrase-writing, the /-hook on K and Gay may 
represent we. 

we can we give we cannot 



300. The brief sign for we and you when written in a 
phrase may, if more convenient, be reversed. 

send you shall we not when you we remain 

,___JUf / „^S 

301. The initial or final hook of a word-sign may some- 
times be omitted, provided the writing of the hook would 
prevent the formation of a desirable phrase sign. 

it can only be it has been said human soul 

L^ — J*^ -s-^Z 



170 COMPLETE SHORTHAND MANUAL. 

302. Forth may be represented by the /-hook written to 
a full-length straight stroke. 

set forth call forth 

.__ L_l„__li_..____ 

303. A circle word-sign may be prefixed to a word-sign 
beginning with a circle by enlarging the circle. 

as soon as has some his subject 

2j> so. S> 

304. In may be represented by an //z-hook. 

in some in consideration in settlement 



.*>: 



1 ...£. 



(# ) The zVz-hook, whether used for the syllable in, en, un, 
or the preposition in, is written in the position of the word 
to which it is joined. 

305. In expressing round numbers, hundreds, thousands, 
millions, use the shorthand sign. 

four hundred seven thousand eight million 

4U, 7-{- &£- 

306. If it is found necessary to distinguish words con- 
taining the same consonants, it may be done by difference 
of outline, difference of position, or by inserting the accented 
vowel. The latter method is preferable. 

307. Not is frequently indicated by the half-length prin- 
ciple and the ^-hook. 

we will not have not do not if not 



TWENTY-EIGHTH LESSON. IJl 

308. For the full consonantal expression of a word it will 
be found necessary, occasionally, to disjoin a syllable, but 
the same must be written near the remainder of the word. 

critic Stoneman non-payment 



309. The following rules for /, he, and you, in phrase 
writing, is made necessary for the reason that all writers are 
not careful to make sufficient distinction between the full 
and half-length strokes. 

(a) Strike the tick upward for / and he on cannot; 
downward on can. 

I cannot I can he cannot he can 



(b) Invert the word-sign for you when joined to ca?inot ; 
when joined to can it retains its original sign, opening 
downward. 

you cannot vou can if you cannot if you can 

u— 3 j 

310. Iss may be used in phrase writing to represent 
house ; if the word ends with is, enlarge the circle. 

in the house my house your house at his house 

C 



& . 



t- 



311 The following exercise is to be read and copied ten 
times. 



172 COMPLETE SHORTHAND MANUAL. 



-> 



x£. 



READING EXERCISE. 



J/- 



4^ L-l- o-Sljsu — r ^. 



-* 



.£. _i 



t— — ^ 



^L>1_, 



-^ 



-v-t 



-2^\ 5} cL^_ 






-/* 



■•v-l-. ( r -iy 1.^ t 



J 



^^-H 



^i 



j 



J2-8. 



<M^ 



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<c^_J __^E- 



r\ 



TWENTY-EIGHTH LESSON. 1 73 



'C c_ 



l r^ > r 



TO THE LEARNER. 

312. Write the following exercise in your best possible 
shorthand, as regards principles, size of writing, and spacing 
between words and phrases ; do your very best It should 
then be handed to a competent teacher for correction, after 
which write it again, noting corrections, then copy it slowly 
and carefully many times, — twenty- five or more. In this 
way you will become familiar with brief and suggestive out- 
lines, and will be prepared to write the article from dictation, 
which you should do until it can be written four times in 
seven minutes. The method of practice here suggested — 
having correct copy and then writing the same many times, 
copying it carefully, after which writing from dictation — 
should be followed in the writing of all articles in your 
future practice. 



174 COMPLETE SHORTHAND MANUAL. 

WRITING EXERCISE. 

Letter- Writing gives Intellectual Culture. — Letter- writing 
is one (of-the) most practical and interesting exercises in 
English composition, — one that-is suitable for-persons of- 
all grades, from-the child just learning to-write (to-the) 
man.of highest attainments. It affords exercise in-spelling, 
grammar, diction, invention, in short, in-all-the elements of 
composition, and gives ease, grace, and-vivacity of style. 
Many who-have become distinguished in-other kinds of- 
writing have acquired much of-their power and fluency of 
expression by-their practice of- writing letters; and some 
who-are recognized as standard authors would long-ago have 
been forgotten but for-their admirable correspondence. 

The following sentences are to be practiced until they 
can be neatly and correctly written, from dictation, in three 
minutes. 

It-would be much better if they-would come some-other 
day. We-were with-you early in-the winter. What-would 
you-have us do with-the money ? You-may come as-soon-as 
yen-can get-ready. The goods I ordered last Wednesday 
have-not yet come to-hand. I-was very-much pleased with- 
the contents of-your-letter. Men spoke long before they 
wrote, because speech was-easy. You-were kind and con- 
siderate of-the messenger who came with-you. Until-their 
case is disposed of, nothing can-be-done for-him. By-their- 
own statement they-would have succeeded had-he been- 
there as promised. They-will be down-there on or before 
Saturday of next week. It-was at-their-own suggestion 
we-were there on-the first day of-the month. Until they- 
are of-the same opinion concerning-the matter to-which 
I-refer, it- will-be to-their interest to remain at home. With- 



TWENTY-EIGHTH LESSON. 1 75 

their permission you-may take-the book from-the library 
and keep it until-their return. 

The following letter is to be practiced until it can be 
written, from dictation, in one minute. 

Your-favor, with price-list, received. I-am unable, at- 
present, to-go to New York for-the selection of-my stock, 
and believe it unnecessary, as I-am-willing to-leave-the 
selection to-yourselves. I enclose order, to-which you- 
will-please give -your earliest attention and- forward with 
as-little delay as possible, as per shipping directions at- 
tached. Send only choice goods, and draw at-pleasure, 
deducting- the usual discounts. I-beg to-refer-you to- 
Messrs. Moses & King. 

REVIEW QUESTIONS. —Twenty-eighth Lesson. 

1. Enlarging a brief way word-sign adds what ? 2. Enlarg- 
ing a brief way word-sign in the direction of Chay or Ray 
adds what? 3. Enlarging a brief y ay word-sign adds what? 

4. What may be added by a heavy tick at the end of a word ? 

5. Disjoined, what? 6. When you begins a phrase, how may it 
be written to a perpendicular or sloping stroke? 7. In phrase- 
writing, how may we be expressed on K and Gay? 8. When 
may the word-signs you and we be inverted ? 9. When may an 
initial or final hook be omitted? 10, How may forth sometimes 
be expressed ? 11. How is a circle word-sign prefixed to a word 
beginning with a circle? 12. What is said about the zVz-hook? 
13. How are round numbers expressed? 14. How may words 
containing the same consonants be distinguished? 15. How is 
not frequently expressed? 16. When is it allowable to disjoin 
the parts of a word? 17. How is the tick for / and he writ- 
ten when joined to cannot? 18. When joined to can, how? 
19. How is you written when joined to cannot? 20. How may 
house sometimes be expressed ? 



176 COMPLETE SHORTHAND MANUAL. 

TWENTY-NINTH LESSON. 

PHRASE WRITING, 

313. Shorthand writers are not agreed as to the extent 
to which phrase writing can be profitably carried. Some 
phrase but little, others a great deal; and, as skilled 
reporters can be found among the advocates of each 
method, one is in doubt which to pursue. As three words 
can be written together as quickly as two can be written 
separately, it is evident that phrase writing adds to speed ; 
but it must be done in accordance with welJ-defined rules. 

It should be understood that words are joined, not because 
it is convenient to join them, but because they belong to- 
gether in a phrase or clause. The following rules present 
the whole theory so far as it refers to the proper joining 
of words, and the learner should thoroughly familiarize the 
same. 

314. RULES FOR PHRASE WRITING. 

I. The pronoun is usually joined to a following verb, 
they-shall it-may-seem he-had we-think you-will-be 

S U^ a -L z\___, 

II. Words that modify, limit, or describe are usually 
joined to the words modified, defined, or limited. 

good-man great-thing very-important-matter 



III. Verbs are usually joined to one or more words 
following. 



TWENTY-NINTH LESSON. 177 

will-not-be-seen there- are-many shall-be gave-him 

IV. The preposition is usually joined to one or more 
words following. 

for-him in-this-matter for-you-must-be from-this 

V. Conjunctions and adverbs are frequently joined to a 
following word. 

as-soon-as so-as if-this as-much-as more-or-less 

<U! J _Jfc r _ o^_ 

315. In the application of the above rules to phrase 
writing, the learner must have regard to the following 
cautions. 

(a) Do not join words which are not united in a phrase 
or clause. 

(b) Do not use phrase-signs that extend too far above 
or too far below the line. 

(c) Do not form phrase- signs that are difficult to join. 
(</) Do not form a phrase-sign of inconvenient length, 

even though it should come under the rules of joining 
words ; it would be better to divide such into convenient 
parts. 

316. There should be no straining after phrase forms, 
and those words only should be joined which naturally 
belong together according to the rules given above. 
Whether you phrase much or little will depend upon your 
mental characteristics and the amount of practice you give 
to phrase writing; for, in order to make it advantageous 

12 



i 7 8 



COMPLETE SHORTHAND MANUAL. 



and profitable, there must be much actual writing. Read- 
ing and study of phrase forms is necessary, but the writing 
of the same is absolutely necessary. If, after faithful 
attempts, you find phrase writing does not increase your 
speed, then discard it at once, and write the majority of 
the words separately; on the other hand, if you find it 
does materially increase your speed and the legibility of 
your notes, then cultivate it, confining your attempts, how- 
ever, within the limit of the rules given for joining words. 

317. The following list of phrase-signs must be written 
again and again ; they must be as thoroughly familiarized 
as simple word-signs. 



PHRASE-SIGNS. 
p , as-to-a, zss 2 -Tet 

— Q_-£- as-soon-as, ses - N 2 - iss 

w_^r — and-all, and-will, Klet* 

gl and-are, and-our, Kret 2 

-=?— and-of, and-if, Keft* 

and-what, Kent 1 

2 and-would, Kent' 1 

j^> and-our-own, Krent 2 

all-of, all-have, Be/t 1 

all-would, Bent 1 



-SECOND LIST. 

— o but-of, but-if, but-have, 

Teft* 

_ J— but-not, Tent' 1 

_J but-are-not, Trent 2 

_^w_- could-not, Red* -Net 

*-S!X — for-our, Fer z 

_Ao_, have-ing-been, Ven 2 

._- in-order-that, Nerd 1 - 

THet 

in-order-to, Nerd 1 ■• Pet 

< w^7_ in-regard, Ner 1 -Ged 
__L__ it-is-not, T^-iss-Net 



TWENTY-NINTH LESSON. 



179 



iet-there, Layther 2 
of -me, of-my, Pet 1 -M 



-^1„ of-him, Pet 1 M 2 

V w > 

V __ 01-their, Vet her 1 , or 

^-~ Pet -Jet 1 
L- of-all, Plet 1 

of -our, Fret 1 

of-what, Pent 1 



to-me, to-my, Pet 2 -A/ 
to-him, M* 



of-our-own, Prent 1 

b 



or-of, or-if, or-have, Teft 1 



or-not, Tent 1 



ought-to-have, Jeft 1 



on-all, felt 1 



on-our, Jert 1 



— T — to-a, Tet± 

— ^ to-the, Pet* 

-- --- to-all, Plet 2 
— 3 — to-our, Pret* 

— — — to-ours, Pret-'iss 

■ - — to-ourselves, Pret 2 ses 

M to-have, Peft' 2 

, ^ to-what, /Vw/2 

— ^ to-what-is, has, Pents 2 



that-is, as, has, THet 1 - 
iss 



— /». — who-will, /<?// 2 



_2l____ of-course, Pe^-Ker-iss __?___ who-are, /c'r/ 2 

-JZl_ on-account-of, Chet 1 - _/__ w ho-of, who-have, Jeft* 

Kent- Pet JJ 



.k 



on-the-cpntrary, Chet 1 - ,/zW- you-must-not,^-^/ 2 - 



Ter - Ray 



iss - Net 



— £.__. should-have, C5k/? 2 .iL<rHL.you-may-not,.y«y& -Ment 2 



180 COMPLETE SHORTHAND MANUAL. 

PRIMITIVES AND DERIVATIVES. 

318. The fault with many text-books has been to consider 
each part of a word as an independent word, and write it 
with the outline that appears to be the easiest written, with- 
out regard to its connection with any other word with which 
it may be related. 

Great help will be derived by considering all words as 
either primitive or derivative. Write the primitive word in 
the most natural way, and then add or prefix, as the case 
may be, the other consonant or consonants ; joining them 
if convenient ; if not, disjoin them. 

Extended remarks in the same line as the above may be 
found under " Syllabication," by Prof. Bates Torrey. 

THE PAST TENSE. 

319. If a verb ends with a full-length stroke, the past 
tense may be indicated by making the stroke half length ; 
if it ends with a half-length stroke, add, or disjoin if neces- 
sary, the stroke D ; if it ends with the m-circle, make the 
circle into a small loop. 

TO THE LEARNER. 

320. You are now familiar, if you have done your work 
faithfully, with the principles of that system of shorthand by 
which the fastest writing has been done, — a system which 
is not excelled for its legibility, and one which has answered 
all the demands made upon it in technical, law, and general 
reporting. There remains to be learned an additional num- 
ber of word-signs and contractions, but no new principles 
are presented. You should now apply yourself to the task 



TWENTY-NINTH LESSON. 



181 



of learning the signs in the next lesson, and faithfully prac- 
tice the exercises that follow. 

321. Read and write the following letter ten times. In 
comparing it with the printed copy, carefully note the 
abbreviated form of some of the words. 



J M ^ k 



■f- 



J^ 



-^ I 



r 



U- 









r 



J I I ^.^x^L 



^ 



L 



V^ 






1_ 



1 82 COMPLETE SHORTHAND MANUAL. 

On the 1 6th of December last I sent you an urgent letter 
ordering in haste the enclosed list of articles, which up to 
date I have not received ; neither have you advised me of 
the reason for delaying shipment. 

This delay has annoyed me greatly, necessitating the 
purchase in the market from time to time of such arti- 
cles in the list as I needed, at advanced figures, which were 
redisposed of at cost rather than disappoint my customers. 

This treatment is not that of my usual experience with 
you, and I desire an explanation. If the goods are not 
here by the 16th, you will please consider the order 
cancelled. 



THIRTIETH LESSON. 

REPORTING WORD-SIGNS. 

322. The reporting list of word-signs and contractions 
is very materially abbreviated compared with the list in 
Graham's Handbook, a list which is truly appalling to 
the most persevering student. Many of the words in the 
Handbook are only unvocalized outlines, and hundreds of 
the contractions are seldom used, not often enough to make 
it a profitable investment of the time and labor necessary to 
commit them to memory ; it is better to write the words in 
full, or abbreviate them, than to burden the memory with 
so many signs. The following lists, however, must be 
committed to memory, as they are among the most fre- 
quently occurring words in the English language, and such 
as are used in all kinds of reporting. 



THIRTIETH LESSON. 



183 



Js able to, Blef 1 

..A*-, able to have, Blef 2 



m t * . . m accept-ed-ation, iss -Pet 3 



-Sj— , acceptable, iss-Pet z -Bel 



x 



c~ 



. accuracy, Ker 3 



accurate-ness, Kret z 



I addition-al, D z -shon 

-J — advance-d, Dcf z 

...L___ affect-ed, F z 

^=^ effect-ed, F*-K 



-JU-y- affection-ate, F z si 



ago, Gay 11 



hon 



-_^_„ ah, Hay z 
._/._„ angel.. Jet 2, 



--yt.... archangel, R^-Jel 

L 



_ C3 _ 



angelic, /^/ 2 - A- 



annual, Nel z 



*2- another one, Enthern 2 



no other one, Enthern a 



any one, Nen 1 



y ^2 any other, Enther l 



— , any other one, Enthern 1 



x 



appear, Per 1 



J~* appearance, Prens 1 



*\ 



X 



appeared, Pret 1 



appears, Per 1 -iss 



—JL— appliance, Pleiis* 
~\-— applicable-ility, Pel z -K 



184 



COMPLETE SHORTHAND MANUAL. 






arrived, Reft 1 

as it had, iss-Ted* 



— V— • 


applicant, Plent z 


— 


1 


as it ought, iss-Tet 1 


-V 


application, Pefi-shon 


~1~ 


as it were, iss 2 -Ter 


-JU- 


applied, Plet* 




as it would, iss-Ted* 


-V 


apply, Pel* 




as little, iss-Let 1 


-V- 


-apprehend, Prend z 


- <z ~ r 


as long, iss-Ing* 


-*f 


•apprehended, Prend*-D 


_.Q^... 


i 
as soon, ses-J\T 2 


A- 


apprehensible-ility, 
Prens 3 


+ 


as thr, Zether* 


-V 


apprehension, Pren z 


T- 


as to it, ij.r»-7* 


-A- 


apprehensive, Pren z 


-JL-. 


as to, iss-Pet* 


A- 


. approval, approve, Pref z 


-«- 


as to the, iss-Pet 3 


.^L 


are of, are to have, Pef 2 




» 


as to their, iss -Tether' 1 


S 


. arrive-al, Re/ 1 





JL 


assistant, S 2 -zss- Tent 



m jd. assist-ed-ance, S^-steh 

J assurance, Sher*-N-iss 



THIRTIETH LESSON. 



I8 5 



</.. assure, Sher 2 

_~.-Z.- assured, Sherd 11 
— 1 — at first, T z -stek 
— f. — at length, Tien* 

— 1 at one, Ten 3 

I at once, Tens 3 

—-] — at our, Ter z 

— — at our own, Tren z 

— j — at it, Tet z 



~ attain, Ten z 

»-!-— attainable, Ten*-B 
-J- — attained, 7>«^ 3 
J~~ attainment, T*-Ment 
authority, 7/fcntf 1 



*^r averse> ^ 8 -" J 

,.5X__. : aversion, Ver z -shon 
— s\~ avert-ed, Z>>^ 3 
__L„__ avocation, V z -shon 
....„ avoid-ed-ance, JW 1 
aware of, Werf z 
m «. awe of, Deft 1 

B 
- > ~ be it, Bet 2 - 

\ beauty, Bet* 

.yS beenthr, Ben* -Jet 

\>.„ before it, Beft* 
\ 



behind, Bend 1 



..A... beheld, behold, Beld* 



1 86 



COMPLETE SHORTHAND MANUAL. 



' .A,... belief, Blef 2 
.\..believe-d, Bel 2 
_.\^_ believer, Blef 2 -Ray 

\ 

..... belong-ed, Bel 1 

< 

body, Bed 1 , vocalized 



^A. bounty-iful, Bend* 

_. _V._ brethren, Br en* 

-!V brother-hood, Ber* 

build-ing, built, Blet 1 



l— - but it, Tet 2 - T 



\ 



\ 



by all, Bel 1 



by it, Bet 1 



\ 

by our, Ber 1 



_ by what, Bet 1 



~_....- calculate-ed-ation, Kel*- 

c K 



can thr, Ken* -Bet 



..-an.: certain-ty, iss-Ret 2 
— d. — cessation, S 2 - iss ■ eshon 
— chair, Cher 2 



— chargeable, Chay * - Bel 



-changeable, Chay 2 Bel 



—yL-„ charity, Chert* 



—2— charitable, Chert*- Bel 
I__^cheer, Cher 1 

7 

; cheered, Chert 1 



/ 

„ cheerful-ness, Cher/ 1 

f 
_..^ child, Cheld 1 

.VL.^ children, Chel 2 



THIRTIETH LESSON. I 8; 

c c 

christian-ity, Kren x commonest, JO^sUh 



' christians, Krens 1 
--- circumstantial, iss-Ten 2, 



\ 



complete, Ftei 



V 

completely, PUt^-Lzy 



p 



s 



citizen, iss-T^ 

clear-ed-ness, K 

clerk, KUr- 



color-ed, tttr* 



. combined, Bmd x 



\ 



completion, F>l l shtm 



::::::: iia~ce. /four 1 



, compliant, Platt x 



complied, Pitt 1 



comply, Pel x 



— X- comprehend, Prend- 



_P— comprehended, Prend*~ 

i D 

X comprehensible, Prtm 1 



^-J commence, J\T 2 ~£ss 
.^^.. commenced, N^-sUh 
v^-9 commences, N*-sa 

v — 9._ commencement, N* iss \ 1— concern, iss-Am* 

J^=feL commencements, N' 2 -ses\ °^.- concerned, iss-Amd % 



comprehension- s i e 
Pren* 



i88 



COMPLETE SHORTHAND MANUAL. 



...£-— conclude, Klet* 
.-^ — concluded, Klet z 
■--— *y conclusion, Kel z »shon 
- —^ conclusive, Kel z -iss 

\ 

._.W, condition-al, D~shon 2 

„ consequence, iss-Kens 1 

consequent, iss-Kent 1 

consequential, iss-Ken x 



consider-able, «s - Zter 2 



considerate, iss - Z>^/ * 



JL 



consideration, iss-Der 2 - 
shon 

consist, ses-T 1 



consisted, ses-Ted 1 



j consistence, ses-Tens 1 



^ consistent, ses-Tent 1 

■ I 



constant, iss -Tent 1 



! 



v .._ constituent, steh-Tent 1 

p 

constitute-ed, steh-Tet 1 



constitution-al, steh-T l - 
shon 



JL 



constitutive, steh-T 2 tive 



i 



.L. 

.1 



construct-ed, iss-Ter 2 



construction, iss-Ter 2 
shon 



in construction, in-iss- 
Ter 2 -shon 



constructive, iss-Tref 2 
consume, iss-M z 
consumed, iss-Med z 



._£T7T}- consumption, is*-M 2 - 
shon 



contain, Ten 1 



THIRTIETH LESSON. 



189 



^ contained, Tend 1 

.-L- contract, Ter^-Ket 
A — contract, Ter 2 



...LA., contraction, Ter 2 skon 

l 



. contrive, Tref 1 



contrived, Treft 1 



1 



control-led, Trel 2 



— .&.-. conversation, Ve?- 2 -iss- 
eshon 

_. conversion, Ver 1 s/ion 

convert-ed, Vert 1 



correct-ed, Ker x 



• correction, Ker^-shon 



-corrective, Kref* 



corrects, JCer-iss 1 



....-?._. could thr, Ked 2 -Jet 

rrr^.., country, K 1 

-j . countryman, Ken* 



.^7^3 countrymen, j^# 2 
....7^3. county, Kent' 1 

-' -°- course, AVr 2 iu 

..i^r.... court, Kret 2 
ff; *» cover-ed, A"^ 2 
jet=?. creation, Ker-shon 2 
£~^X. creative, Ker-tiv 2 
creature, Kret 1 



cure, A>r 3 



cured, Kred* 



• cures, curious, Ker*-iss 



i90 



COMPLETE SHORTHAND MANUAL. 



7 
>„/„- danger, Jer* 

„_./__.. endanger, N-Jer 2 

i 

...6..„ dangers-ous, Jer* iss 

... ._„. dark, Der z 
1... darken-ed, Dren % 

...L.... defendant, D 2 

.-I... defense, defensive, Def 1 

degree, Ger 1 

degreed, Gred 1 



! 

7 



_L 



delight-ed, Diet 1 



delinquent, delinquency, 
Dlen 1 



delinquents-cies, Dlens 1 



deliver-ed, Del 2 



deliverance, Dlens* 



delivery, Del* 



-— denominate-d, Den 1 



i 



i 



denomination, Den 1 



deride-d, Dred 1 



derision, Der x -shon 



derive, Dref 1 



derived, Dreft 1 



describe-d, iss-JCer 1 



o-» 



description, iss - Ker l - 



descriptive, Iss Ker 1 - tive 



did, Ded 1 



.1 



direct-ed, Der* 

1 

-L... direction, Der*~shon 
A directness, Drens 2 



THIRTIETH LESSON. 



191 



D 



director, Der 2 -Ter 

Inrr: directory, Der 2 -Ket 

--fe-—~ discharge, D 2 - iss - Chay 

\.— distinct-ion, D 2 steh 

_L_._ distinctive, D 2 -steh-V 

..k^rrl. distinguish-ed, D 2 steh - 
Ing 



~ distinguishable, D 2 
steh- Ing -B 

. divine-ity, Def 1 



1 



doctor, Der 1 



j_ 



done thr, Den 2 [et 



— I down thr, Den z -Jet 

— J— - dread-ed, Dred 2 



-1 duration, Der z ~shon 

..fj.... during it, Dret z 



7 



each are, C/^r * 



/ 



,y each one, CVz<?« x 

/ 

._ each will, C/^/ 1 

) 
east, is^ 1 

eastern, E stern l 
eh, i%>/2 
■ England, Ingend 1 
English, Ing 1 



Vo 



■ evening, Ven l 

____ A- every one, Vren 2 



_... S-. evident, evidence, Ved' 1 



exact-ed, iss~Ket z 



exaction, iss -K*- shon 



exactness, iss Ket z 



192 

jl 



COMPLETE SHORTHAND MANUAL. 



exaggerate-d, iss-Jert 2 



exaggeratory, iss -Jert 2 ■ 
Ray 

exaggeration, iss-Jer 2 - 
shon 



...<s^3>-^ examine-ation, iss - Men 2 



1 cross-examine-ation, 
Ker 2 -iss-Men 



._er^~. examined, iss -Mend 2 



cross-examined, Ker 2 - 
iss -Mend 






. example, iss-Emp 3 

I exasperate-ed-ion, ses-P B 

, except-ed, iss -Pet 2 

- exception-al, iss-P 2 -shon 



exceptionable, iss-P 2 - 
shon - B 



„<?= exclude, iss-Klet 2 



A, 



-1- 



excluded, iss-Klet 2 -D 



E 



.SssA. exclusive-ness, iss-Kel 2 - 
iss 



. exclusion, iss-Kel 2 -shon 
. excuse-able, iss~K z -iss 



exhibit-ed, iss -Bet 1 



exhibition, iss-B 1 -shon 

_..[ exist, ses-T 2 

...L-** existed, ses-Ted 2 

P 

...d-... existence, ses-Tens 2 
„JlL* existent, ses-Tent 2 
— A~- expect-ed, iss-P 2 

unexpect-ed, N- iss-P 2 



1.. 



1 expectation, iss-P 2 -shon 
....u expend-iture, iss -Pent 2 



f 



expended, iss- Pent 2 -D 



THIRTIETH LESSON. 



193 



A. 

I. 



expense, iss Pens' 1 



expensive, iss - Pen 2 



experience, iss Prens' 1 



inexperience, tn-iss- 
Prens 2 



k— experienced, iss-Prenst' 1 



.1. 



explain-ation, iss-Plen 2 



explainable, iss-Plen 2 -B 

,-Jk^... explanatory, iss-Plen 2 - 
Ray 

...S. explained, iss-Plend 2 



.1. 



explicit-ness, iss-Pels x 



-- exploration, explore-d, 
iss-Pler 2 



&_ expressed, iss - Per 2 - steh 
a... ex press-ive, iss - Per 2 - iss 



.X, 



expression, iss- Per 2 - 
shon 



...yf...-. extend, iss -Tend 2 

p 
— J extended, iss -Tend 2 -D 

\ 

-—J - extension-sive, iss-Ten 2 

— J — extent, iss- Tent 2 
.....1... extravagant-ce, iss - Tref* 

1 

C ..J.._. extreme, iss-Ter 2 

c 

. extremity, iss-Ter 2 -T 

F 

V fact, F 2 

■K^ fail, Fel 2 
...„L„. failed, Flet 2 

-k™ failure, Pier 2 
fall, Fel^ 



<L 



fallen, fall in, Flen l 



13 



194 



COMPLETE SHORTHAND MANUAL. 
F F 



false, Fel x ~iss 
family, Mel B 



L 



..hr*3._- fashion, F^-shon 
...^A.. fashionable, F^-shon-B 

fault-y, Flet 1 

„.£\ .... favor-ed, Ver z 



■°t 



, favorable, Ver 3 - Z? 



_\,~ favorite, F^-Vert 



<L 



feature, /v?/ 1 



feel, /^/i 



feeler, .ft?/ 1 -J? 



0. 



feel it, .F/^ 1 



,„V- felt, Flet' 2 ' 
\- fell, fellow, /*/ 2 



<L 



Jo 



M fill, /fc/1 



filled, Flet 1 



follow-ing, Fel 1 



fiction, F l -shon 



followed, Flet 1 



. follower, Fler 1 

r fool, /^/ 3 

__ footstep, Fet z -steh 

JL.„. for all > ^/ 2 

V for all are-our, /7<w 2 

Q„. for all had, Flet* 

.^w>..— for one, Fen 2 
,_. ( I^V-, f or our » ^ r 3 

...h..-, for what, Fet 1 



THIRTIETH 



~\ 



^ 



form-ed, Fer 1 



• conf orm-ed, con dot Fer * 



conformable, Fer l -B 

kv~ deform-ed-ity, D 1 -Fer 

inform-ed, AT 1 -Fer 

...__^Oy perform-ed-ance, Fer 2 - 
Fer 

reform-ed, Ray 1 -Fer 



...Cn. transform-ed, 

Fer 



Ter 2 - iss - 



,-^LA unif orm-ity, N- Fer 3 



^ 



. formal-ity, Fer 1 -Lay 



formation, Fer * - shon 



. f ormer-ly, Fer * - R 



-4^5— found-ed, foundation, 
Fend z 



^ 



fraction, Fer 2 -shon 



LESSON. 

F 
free, Fer l 

.freedom, Fred l -M 

freely, Fer 1 - Lay 

frequency, Fren x 

frequent, Frent 1 

_y_. from all, Frel 2 

..V.... fuller, Fler 2 

.0 from one, Fren 2 

from what, Fret 2 

L\z±. from it, Fer 2 -Met 

„5^\„ fruition, Fer 3 - shon 

_X furnish-ed, Fren 2 

JL. furniture, Fren 2 

....^.....future, Fet' 6 



195 



196 



COMPLETE SHORTHAND MANUAL. 



— r^..„gave it, Geft 2 

^SL_ „ generalize-ed, Jens 2 

oC..... generalization, Jens 2 
eshon 

._„.£. generation, J 2 -shon 



-} 



degeneration, B 2 -J- 
shon 



.^^....regeneration, Ray 2 -J 
shon 



glorious, Gel 2 -iss 
glory, Gel 2 
go, Gay 2 



govern-ed-ment, Gef 2 



governor, GeJ 2 -Ray 



grand-eur, Grend z 



^ guilt-y, Gelt 1 



H 
)-.—«. had it, Det* 

„..^„.. half, F* 

__J^_._.. halve, V* 

...y-.™. halved, Ved z 

...V_.. happy, P* 

_ \_ happiest, P z -steh 

_ happiness, Pens* 



--V 



has thr, Zether 3 



V^ have-ing-been, P^* 2 
_„L^~ have-had, JW 3 
_._-S^..-_ have not, Vent 2 
2.. hereafter, Reft 2 



.). ... hesitate-ed, hesitation, 

Zet 2 

„....y/...... holier, Hay z -Ray 



THIRTIETH LESSON. 



197 



-\ 



H 

heretofore, Ret 2 -F 

hereinafter, Arn x -Fet 
hereinto, R 1 -N-T 
homely, M*-Lay 



... hopeful-ness, hope to 
have, Pef z 



r 



idle-ness, Del 1 



if all are, if all our, Fler 1 



if one, Fen 1 



if our, Fer x 



ignorance, News 1 



.3 

,_. ignorant, Nernt 1 

1... imaginable, Jen Z -B 

\ 

.^f. — unimaginable, NJ z -Bel 



— y'— imagine-ary-ation, Jen 3 

./... imaginative, J z -tive 

_^T~/ unimaginative, N-J z - 

y... imagined, Jend' 6 

,..^-y.. unimagined, N-Jend z 
immoral-ity, Merl 1 



<T* 



immortal-ity, Mert 1 



^r 



immortalize, Mert 1 -Lay- 



impassioned, Emp z - 
O ' shond 



H00m ^), impassionate, Emp-Ish 3 
^^>__ impatience, Emp' 2 -sho)is 



/— v , impatient, Emp 2 -shont 



^1... in all, Nel 1 



_L . 



in consideration, ins- 
Der' 2 -skon 



198 



COMPLETE SHORTHAND MANUAL. 



„ information, N x -shon 

s* , in it, Net 1 

in one, Nen 1 



in our, Ner 1 



~ , in what, Net 1 



-I 



, inconsiderable, in -iss - 
Der 2 -Bel 



_ inconsiderate, in-iss - 

Dret 1 

I, inform-ed-ant, N 1 -Fer 



inscribe-ed, in-iss-Ker 1 



inscription, in-iss- Ker 1 
shon 



insecure, in-iss Ker^ 



-^=» 



^P 



insecurity, in • iss - Kret 3 



-, instant, N 1 -steh 

|___ instruct-ed, in-iss -Ter 2 



i 



instruction, in-iss -Ter 2 - 

shon 



.3-— instructive, in-iss-Tref 2 



„ instructor, in-iss -Ter 2 - 

Ter 



..^&~m intercession, Net 2 -iss- 
_ eshon 

_< irrational-ity, Ray 1 -shon 






is said, ses-JD 2 

is said to have, ses-Def* 



,„!* issue, Zr>& 3 

issued, Isk z -D 



t 



c...|._.. it had, 72r/ 8 

— J — it had not, Tent* 



J 

— it not, Tent x 



...... it ought, Tet 1 

J 

it ought not, Tent 1 



THIRTIETH LESSON. 



199 



it ought to have, Tef 1 



it ought to have had, 

Tefti 

.„]...- it were, Ter z 

.Jo it will have, Tlef 2 

f it would, Ted z 

, it would have, 7>/ 3 

._..!_ it would have had, Teft 1 



-J- 



... it would not, Tent 3 



JL— Jove, Jep 

2 junior, jury, Jer 1 

O. just as, J--ses 

^.Cl just-ice, J' 1 ■ steh 



^®.~~ justification, J' 2 -iss- 
eshon 



_.y^ large, / 3 
„J!y£L. enlarge, NJ Z 
.^^.. enlarged, N^Jed 
— /— larger, Jer 3 

_.../ , largest, J z -stek 

- v --^ r -. length, Ing z 

. lengthen, Ingen 3 
.. lengthened, Ingened^ 
_, lengthy, Ing 3 • Ith 
.. let there, Layther' 1 

little, Let* 
.^longer, I?iger z 

M 

- may be, Emb' 1 



"T 



r 



200 COMPLETE SHORTHAND MANUAL. 



M 



may have been, Emben 2 



...<<D mental-ity, Ment 2 



„^I5- mention, M 2 -shon 



„^)— mentioned, M 2 *shond 



!^s— mercy-iful, Mer 2 



, might thr, Emther x 



cr^ 



might-y, Met 1 



. million-th, Mel 1 



«..CZ^-^ moral-ity, Merl 2 



_,,.<^u. mortal-ity, Mert 2 



— v^- movement, Ment z 



<^ 



N 



i nearly, A£r/ l 



.._-^J?._ necessary, A 7 ' 2 -.^ 



N 



^JL. next, N 2 -steh 



_Ss£~ - no less, Nel 2 -iss 



none, known, Afew 2 



"O" 



no one, A^ 3 



no other, Enther z 



'..^ another, Enther 2 



another one, Enthern 2 



no other one, Enthern 3 



Vi 



obligation, Bel 2 -shon 



occur, Ker 2 



_..cn... occurred, Kred 2 
.fr— ..VI., occurrence, Krens 2 
.i. — LL occurs, Ker 2 -iss 



THIRTIETH LESSON. 



20 1 



O 



. on either hand, THrend 1 



)___„ on the other hand, 

THrend' 2 

— Sr^L. on one hand, Wenend' 2 ' 
S^ii only, Nel* 



< \_J? only as, Nel^-iss 

, unless, Nel^-iss 

... , opposition, i 3 * - WJ - ^0;z 



O 
,. *a organs, organize, Gens' 1 

organized, Genst 1 

over it, Vert 1 

overtake, Vert l -K 

owned, End z 

owner, Ner z 



, „ oppression, Per^-shon ^^\^ party, P % 



order, Arder 1 



^ 



, ordinary, ^n/ 1 



. extraor din ary, iss - Ter 2 - 
Ard 



organic, Gen x -K 



1 organism, Gen 1 - iss -M 



.organization, Gens 1 - 
e short 



:*==,* partake, /Vr/ 2 - A" 
_\... people-d, 7V/ 2 

\ 

^.1..- perfect, Pref x 



„. perfected, Pref^-Ket 



perfection, Per^-shon 



, perhaps, Per' z -P-iss 



202 



COMPLETE SHORTHAND MANUAL. 



•__ ^ — * plaintiff, plenty-iful, 
Plent 2 

«*_te«, position, P-iss 2 -eshon 
— ^Q_ possess, P 2 -ses 

„Np. possessed, P 2 ~ses-T 

— X^— possession, P 3 - iss -eshon 
■. — _jp. .. possessive, P 2 ~ses-V 



« — -0-..- possessor, P 2 -ses-Ray 

\ 

possible-ility, P 1 -iss 

No 

possibilities, P 1 -ses 



practicable-ility, Per 3 - 
Ket 



— -\™ practical, practice, Per z 
-^.— practices, Per z - iss 
~S\~- practiced, Per z ~steh 
-i\__ pretty, Pret* 



\>_. professor, Pref 2 

profit-able, profited, 
Preft 1 

m _/\>- proof, prove, Pre/' 2, 

N 

^ proper, Per x 



„ improper, M-Per 1 

_\_ punish-ed-ment, Pen 2 

-X. punishes-ments, Pens 2 

Q 

JtllL* quality, A7^ x 
>_zr3»-.^ question-ed, AV« 2 



=\~ 



questionable, Ken 2 ~B 



._,/_ _ % rational, Ray 2 -shon 



real-ity, Pel 1 



<y 



THIRTIETH LESSON. 
R I S 



203 



— realize, Re/ 1 -iss 



\*JL 



S~\ 



s anguinary, iss - Ingen 2 - 
Ray 



reform-ed, Ray 1 -Fer — - — satisfaction, iss-T z -shon 



■C«-^\ ... relate-ed-tion, Re/ 2 
i-^2L_ relative, Re/ 2 -tiv 

J 

M w religion, Jen 1 

/ irreligion, R 1 -Jen 



religionist, Jenst 1 



/ 



religious, J 1 - iss 

A. irreligious, R 1 J-iss 

<— rule-ed, Re/ B 
^1 ruler, Re/ z - Ray 

S 
-« — said to have, iss-Def 2 



m P satisf acton-, satisfy -ied, 

1 iss-T* 

a __. scale, iss -Re/ 2 

scholar, iss-K/er 1 

school, iss- Re/ z 

■ • schooled, iss~Klet z 

scripture-al, iss-Ker 1 



Q_^ 



season-ed, ses-N 1 



_-A^? sanguine, iss -Ingen' 2 



1\ ^secession, S 3 - iss-eshon 

seclude, iss-Klet z 

secluded, iss-K/et z -D 



1 



^sec^usion, iss - Kel 3 - shon 



seclusive, iss - Kel 3 - iss 



204 



COMPLETE SHORTHAND MANUAL. 



— ~ secure, iss-Ker z 

— ~~- — secured, iss-Kret z 

>-- — - security, iss-Kret z 

— jCL— seldom, iss-Eld 2 
I set forth, iss-Tef 2 

i 

— se t ff ? iss-Tef 1 

— ^ — shall have been, Ish 2 - 
\ Ben 

S- — shall it, Isht* 
~<J— shall not, Ish^-Net 

/?_. share, Sher z 

,___2 shared, Sherd z 

_ 7__. sharer, Sker z -R 

J 
' she ought, 1st 1 

«£ 

^^ she ought not, Isht 1 -Net 



_„> she had, she would, 

^ Isht* 



_^*., she would not, 1st 2, -Net 

significance, iss-Gay 1 

" ^ significancy, iss Gen 1 



_. significant, iss-Gay 1 






signification, iss-Gay 1 - 
shon 



significative, iss-Gay 1 - 
tive 



signify-ied, iss - Gay 1 



! .similar-ity, iss-M 1 



^simple-icity, iss- Emp 1 



^simpler, iss - Emp 1 - Ray 



sim plest, iss - Emp x - steh 



^ 



_^single-d, iss-Ing 1 



^ singular-ity, iss-Gler 1 



THIRTIETH LESSON. 



205 



1 5 

— sister, ses-Ter 2 

I 

^situation, iss-T 1 shon 



__, skill, iss - Kel 1 



skilled, iss-Klet 1 



skillful, iss- Kief "i 

.(Cs-some, iss-M 2 
_4^>w somebody, iss-Emb 2 
ji^> w soon, iss-N 2 
_<m_some one, iss -Men 2 
^TTT> some other, iss - Emther 2 



» some other one, iss- 
Emthern 2 



<y^\ t sometime, iss-Met 2 

„__\>__ southeast, iss-Itk 2 -steh 

^eT ..^southeastern, iss-Ith 2 - 
iss-Ren 



_C__ 



.southern, iss -Then 2 



--Ss^l-4 southerner, iss - Then 2 - 
Ray 

\ 

_* speak, iss-P 1 



speakable, iss -P 1 - Bel 



speaker, iss-P 1 -Ker 



— Sv_ — special-ty-ity, iss-P' 6 



%, 



x 



^spiritualism, iss- Per 1 - 

iss-M 

. spiritualist, iss - Per 1 - 
steh 

spiritualistic, iss - Per Y - 
iss-K 



spiritual-ity, iss -Per 1 

spiritualize, iss-Per 1 -tss 



spiritualization, iss- 
Per 1 - iss -e shon 



„V_ 



spoken, iss -Pen 2 



P. state, iss- Tet 2 



206 



COMPLETE SHORTHAND MANUAL. 



— fj — stated, iss-Tet* Z> 3 , or, 
steh-Tet* 



t 

JL 



station, iss -T*- shon 



-^-^ — stenography-er-ic, steh - 
N* 



-V 



step by step, steh-P' 1 - 
steh 



— p- — stood, iss-Ted* 

) — stranger, iss- Ter*-Jer 
— V— stupid-ity, steh- Pet z 
__5 subsequent, iss- Bent - 

Q — ° — . success-f ul, iss -K* - ses 



-_/ » such other, iss-Chay- 

/ ther* 



i 



such are, iss- Cher 2 

/ 

— 6 ■ such have, iss-Chef 1 

suggest, iss- J* 

. — o suggestion, iss-J*-shon 



.j... 



suggestive, iss-Jef 2 



— _b — superintend-ed-ent-ence, 
iss-Prent* 

\ 

superior-ity, iss - P 1 



_\_ — supplant, iss-Plent B 



A,.. 



.supplication, iss-Pel*- 

shon 

supplies, iss - Pel * - iss 



\_« supply, iss -Pel* 

^_f\-— _* suppress, iss - Per 3 - iss 

* — .^ — ^suppression, iss -Per s - 
^ shon 

.0 — suspend, ses-Pend* 

p suspended, ses-Pend**D 

_^_— suspension, ses -Pen* 

J sustain, ses -Ten* 

Jl_ sustained, ses -Tend* 



THIRTIETH LESSON. 
T T 



207 



L 



take it, T^-Ket 
betake, Bet^-K 
mistake, M Y -iss-K 



-i)—- , there would, THerd* 



— -V- — < there would not, 
THerd*-Net 



_JL 



they are all, THrei* 



^mistaken, M 1 - iss - Ken 



^1 .undertake, End' 2 -T-K 

..£. , thankful, THef* 

.(. than it, THent » 

J. the other, THeether* 



t 



the other one, 
THeethern -' 



_-(, they had, THed* 

.„_(.„.. they had not, THent* 

.(j__„ they have, THef* 

..._(l they have had, THep 



they ought, THet 1 



I 



they ought not, THent 1 



JU--, then thr, THen^-Bet 



JL. 



they will have, THelp 



— «|—~ there had, THerd* \ they will not, THlent 1 



) there had not, THerd*- (. they would, THed* 

Net 



t 



there ought, THerd 1 



there ought not, 
THerd 1 -Net 



/ they would not, THent z 

i think it, Thet* 



208 



COMPLETE SHORTHAND MANUAL. 



— _) — ^ through it, Thret 2 
J___^ through one, Thr en 2 



to come, K^ 



to give, to go, Gay 4 



_ to it, 7* 



to their, Tether 2 



to you, yuh 4 

J___„ tolerable, Tler 2 -Bel 

__d tolerance, Tlerns 2 

J tolerant, Tlernt 2 



-/?2 _ intolerant, EnV 2 -L- 
Rent 



^9 



CO> 



U 



United States, N 1 -ses 



unless, JVel 1 zss 



..£-£_^ only as, Nel 2 *iss 



, - unsecured, in-is-Kret 3 



L. 



tolerate-d-ion, Tier 2 



trial, Trel 1 



^ ^ , upon it, Pent' 1 

_^ -upon thr, Pen 2 - Bet 

^ up thr, Pether* 

V 

__V_ a-version, Ver 2 -shon 

^psf virtual, Vert 2 - Lay 
_e^ virtue, Vert 2 



*r 



virtuously, Vert 2 S 



void-ed, Ved 1 



time, T 1 



THIRTIETH LESSON. 



209 



W 



W 



_._1 was thr, Zether' 2 

_\- water, 



Wayter 1 
we are in. Wern ■ 



we can, KUn 1 






we cannot, Klent 1 



we were not, weh - 
Wernt x 



were it, Wert 2 



whereof, Werf 1 



which are, Cher 2 



/ 
which ought, Chet 1 

J 
which ought not, Client l 

1 

which ought to have, 

Chef 1 

6 

^..^ which ought to have had, 

Cleft 1 

-jS-L which one, Chen 2 

_/2^^. which were, Cher* 

, m -/- which were of, which 

£ were to have, Cherf z 

P which will it, Chelt* 

.;-/£ -- which would, Chet z 



, /. — which had, Cket* ... -v~ which would not, Chent* 

c 

./ — which had not, Client 2 * . while it, Welt 1 

/ 

C. which have, Chef 2 -CT\„ with him, Went 2 

C. _. which have had, Che ft 2 — with me-mv. JVem 1 



, r / which it, Chet 2 



with no, Wen 1 



14 



2IO COMPLETE SHORTHAND MANUAL. 



W 
_„^£.- with our, Wer 3 

— -^2.~ w ^h our own, Wern 3 

~--i with their, weh Jet 1 

L 

L within thr, THen 1 Bet 



.-(Trb*« woman, Wemen 2 



.-•^ women, Wemen 1 
^6„ wonder-ful, Wender 2 



fe<^___ work-ed, J^r 2 r 

„„£/2.. workman, Wern 3 

j^~—« workmen, " Wern 2 
—■ 2 V*— wound, Waynd' 6 

Y 

. year-s, yek 1 

r 



yield-ed, Yeld 1 



J\ — you be, yuh 2 B 

„....q........... you did, yuh 2 Ded 

—A- -• you did not, yuh 2 Dent 

~.~.CL you do, yuh 2 -D 



-.-Q. you do not, yuh 2 Dent 

-A you had, yuh 2 D 

..-..J — you had not, yuh 2 - Dent 
JX. — you have, yuh 2 V 



~Cl „ you have been, yuh 2 

'o Ben 

.>.a..«.„ you have done, yuh 2 
vj Den 



1 



you say, you see, yuh 2 
6" 



~..£X — you shall, yuh' 2 Ish 

— Ql you think, yuh* 1 - Ith 



x 



n you were, you would, 

yuh - weh 2 



THIRTIETH LESSON. 



211 



REPORTING CONTRACTIONS. 
A B 



„>y. absurdity, B 2 -iss Ard 



..).___„- administer, D z M iss 
Ter 



k 



admit, D l -Met 



__ L advancement, D 3 iss 

<fo Ment 

/ agency, J 2 S 

„JL agent, J 2 Net 

.CZZZL aggregate, Ger 2 - Gay 
any body, N l Bed 



*\ 



. arrange-ment, Ray 2 -N- 

j 

architect-ure-ural, R 2 - 
Ket 



_1q. — assign-ment, S 2 Ment 

L attainment, T 3 -Ment 

— ^. — average, V 3 J 



...V.. — bank-rupt-cy, B 3 Ing 



V 



bankable, B 3 hig B 

beneficial, Ben 2 F 

benevolent, B 2 N V 



JL. 



catalogue, Ket 3 Lay- 
Gay 

character, Ker 2 K 



characteristic, Ker 2 ■ K- 
steh 



collateral, K 2 Layter 



collect-ed-ion, Kel 2 K 



commercial, K 2 Mer 



D 



December, D 2 -iss-M 



212 



COMPLETE SHORTHAND MANUAL. 



C7" 



D 



declare-ed, D 2 -Kler 



deficient-cy, D 2 - F Shay 






..... essential-ly, S' 2 -N 



— . depart-ed-ment, D 2 
Fret 



4 



determine, D 2 -Tren 
.„, develop, Def 2 P 



director, D 2 -Ter 



i _ di 

Jt 



disappoint-ed-ment, D l 
iss Fent 



distribute-d, D 2 ster- 
Bet 



.L. 

] 

£ doctrine, Dren 1 



distribution, Z? 2 - Jter - 
B shon 



K 



, downward, D z Ard 



— U>— entertainment, Net-T 2 - 
Ment 



especial, vS" 2 v/* 



--everlasting, V^-Lay- 
steh 

— -_/__—, exchange-d, Kiss 
Chay 2 

— Q. 

__ expedient-ce, Kiss-Pet 1 



faculty, ^" 2 A7<tf 
V , February, F 2 B 



^1 financial, Fen 2 -JV 



^V^l __ f or instance, F 2 zss- 
J Tens 



- identical, Zte/ 1 AV/ 



^1 illegal-ity, £*-&* 



identification, Dent 1 
F shon 



in reference, Net F 2 



THIRTIETH LESSON. 



213 



in regard, Ner l Ged 
in respect, Ner-iss-P 2 



°v 



inspire-ation, in • iss - 
Per* 



jsJhlI. integrity, Ent 2 Gret 



insofar as, N-S 2 -F-iss —>£s — interpret, Ent-Pret 2 



^1 



in the first place, N-F 2 
Pel -iss 



in the second place, A r 
iss- K- Pel 2 -iss 



in the meantime, AT- 
Men-T 2 



- ^Tb— independent-ce, E)id- 
Pe?id 2 



_^X. 



indescribable, End- iss 
K-Bel 2 



..:_!. l 



ndifferent-ce, N-Def' 1 



:._ individual, End-Ved 1 



__ infer-red, N-F 2 



^ infers-ence, N-F 2 -iss 



inhabit-ed-ant, N-Bet 2 



inquire-y, N x ~Wer 



involve, N-V 1 



_</.- January,/-^ 



z_ 



Jesus Christ, J' l -K 



- joint stock, Jed 1 -iss-T- 

K 

—\ judicial, Jed l - Ish 



J_< 



j 



-<- 



judiciary, Jed x - Sher 



judicious-ly, Jed x ■ Shay 



juxtaposition, J 2 -iss-P 
iss-eshon 



M 



s^L_ machine, M-Ish 2 



214 



-Or 



COMPLETE SHORTHAND 

M 



machinery, M-Ish 2 - 
Ray 



majority, M l -Jert 



^^ 



manifest-ed-ation, M 1 - 
JV- iss 



, manufacture-r-ory, M- 

N-F 2 



meanwhile, M x Nel 



*£^* memory, memorandum, 

M 2 -M 



/\ memoranda, M 2 M- 
Ray-D 



merchandise, M 2 »Ray~ 
Chet-Z 

misfortune, M 1 -iss~ 
Fret 



mortgage, Mer 1 -Gay 



-/i- mortgagee, Mer-Gay-J' 1 



N 



neglect, N 2 -Gay 



neglectful, N 2 -Gef 






.rk. 



MANUAL. 

N 
negligent-ce, N 2 -Gel 

New Jersey, N 2 -J 

New York, N 2 -Yay 

nobody, N 2 -Bed 

nothing, N-Ith 2 

November, N-V* 

P 

pecuniary-ily, P 2 Ken 



6.....Sr....- Pennsylvania, P 2 iss 

Lay-V 



V 



perfected, Pre/ 1 Ket 



-^perpendicular, Per 2 - 
Pen 



. perpetual-ate-ion, P 2 
Ray -Pet 



_\v^_._ portion, P 2 -Ray-shon 



powerful, P 3 Re/ 



THIRTIETH LESSON. 



215 



_ J\_ prepare, Per 2 - P- Pay 

. property, Per * - P 



v __ proportion, Per 2 ~P- 
shon 



.public, P 2 -B 

. publication, P 2 -B-shon 



Jjs^-.^ purpose, P 2 P-iss 



rapid-ity, Ray 2 -Pet 



Z^ recollect-ed-ion, Ray 2 - 

Kel-K 



reduction, Ray 2 -D -shon 



s^ 



remit-ted-tance, R x - Met 



repeat-ed-tition, Ray 1 - 
Pet 



-/-> — repute-d-ation, Ray z -Pet 

A, 



respect-ed-ful, Ray 2 -iss- 
P 



jl 



R 

respond-ed-ent, Ray 2 - 
iss - Pent 



responsive, Ray 2 -iss- 
Pen 



responsible-il ity, Ray 2 - 
iss -Pens 



»— orf — Secretary of State, iss- 
Kret 2 iss-Tet 



I 



Secretary of War, iss* 
Kret 2 -Wer 



scientific, S 1 -Ent 



...- signature, iss -Gay 1 -Net 



— Svr^v September, iss- Pet 2 ~M 

/ so far as, S 2 -F-iss 

, -_V^l^southwestern, iss - Way 2 - 
iss -Ren 

3 southwest, iss-JVay 2 - 

steh 

L ^ stranger, iss-Ter 2 -Jer 



-J — strength, iss-Ter 2 -Ith 



2l6 



4- 
-V 

-V 

L 
U 



COMPLETE SHORTHAND 

S 



-fcr 



strengthen, iss -Ter 2 - 
Then 



substantial-ity, iss-B 2 - 
iss - T 

substantiate-d-ion, m- 
B 2 -iss-Ten 

sufficient-ly, iss-F 2 - 
Shay 



technical-ity, T 2 -K 

temperate-ance, T 2 - 

Emp 

-testify, T 2 -iss-F 
testimony, T 2 ~iss-M 



testimonial , T 2 -iss - M- 

Nel 

thanksgiving, Itk z -iss- 

Gay 



_\_ to become, B z -K 



-V- 



transfer-red, Ter 2 - iss -F 



tran sfers, Ter 2 - iss - F- 

iss 

transform, Ter 2 - iss - Fer 



.^L 



MANUAL. 

U 
unexpect-ed, N-iss-P 2 



-w£2\_ uniform-ity, N-Fer^ 



unquestionable, N 2 - 
Ken-B 



V 



valid-ity, V 2 -Eld 
vice versa, V 2 -Ver^ 
Virginia, V 2 -J 

W 

warrant, Wernt 1 

worship-ed, Wer*-Ish 
worshiper, Wer 2 Ish-R 



ol yes, sir, Yay 2 ~ses 



yesterday, Ester* 



A3 



THIRTIETH LESSON. 21J 

REMARKS. 

The preceding list of word-signs and contractions are 
such as will occur in almost any kind of shorthand work, 
and the same must be thoroughly memorized. The amanu- 
ensis will naturally form contracted outlines for many of 
the frequently occurring words and phrases in his special 
work ; but the learning of such contractions need not be 
done until he has decided upon the work in which he 
will engage. Under this head Mr. Selby A. Moran says : 
" Every kind of profession or business has a large number 
of words and phrases peculiar to it. Outside of the range 
of these peculiar branches these words are seldom used. 
Hence it is not advisable for the student to spend time 
in learning a long list of abbreviations, a large per cent of 
which are made use of only in special branches of work. 
The better plan is for the student to learn only the signs 
for the most commonly occurring words and phrases. Then 
when he has decided to engage in any particular branch of 
business, or after he has had opportunity to gain some expe- 
rience in it, he will find it an easy matter to contract the out- 
lines for the words and phrases peculiar to that profession 
or business, and for the stereotyped expressions to which 
his employer, like all mankind, is particularly addicted. 

" Most reporters devise contractions for such terms and 
expressions, and find them very helpful in expediting their 
work, and in no way affecting the legibility of their notes." 

TO THE LEARNER. 

As this is distinctively a text- book on shorthand, we have 
omitted everything that does not bear directly upon the 



2l8 COMPLETE SHORTHAND MANUAL. 

subject, either in learning the principles or. the application 
of the same in writing. The principles, if thoroughly under- 
stood and put into sufficient practice, will enable the writer 
to report the exact words of the fastest speaker. We have 
not burdened the Manual with instructions for the use of 
the capital letters, spelling, punctuation, paragraphing, etc., 
as these are subjects with which the learner is supposed to 
be familiar before he takes up the study of shorthand ; still, 
if he is not, he should give his attention to some one of the 
many text-books treating of these subjects. The transcrip- 
tion of shorthand notes is usually done on a type-writer, and 
the ability to do this at thirty-five or forty words a minute is 
one of the necessary qualifications of the amanuensis. 

Each of the following exercises must be read until every 
word can be spoken as readily as if written in longhand ; 
then copy the same ten times ; after which it should be 
written, from dictation, until it can be done, neatly and 
correctly, at the rate of one hundred words a minute. 

CORRESPONDENCE. 



._i,Lll 



-I- 

_^i__L^-.^--t T _-M»H"^~ 






THIRTIETH LESSON. 



219 



4— 



- v ~^ 



~r 



'&■- ^_2A_^J 



— XT?U 



in 









1 



-R- 



^_^ ; .-^ 



^- 



■,££. ^.__Vl 



X./fcl 









220 COMPLETE SHORTHAND MANUAL. 






\ . i j/ \ r -y 



Q^. 



/ 



_Q_£. 



-3^_ 






"> 







THIRTIETH LESSON. 221 

^ - ^ - •-■v. ' ^ r .-f v| 
.-^-^-^T-l---^— v-r w |-j£-U 



222 COMPLETE SHORTHAND MANUAL. 






-Y 



> u 



IX 



,_y j_j yi -^ ^ - _,.xrv^ v. 



._<rv___ 





THIRTIETH LESSON. 223 



f> 



_>-£. 



1 .'t'Ov-l 



P N U"^ '^ ^_/~^ ^\ 






JL_^._z.„ii__£_^ :__w_____2i_ 



•v-~— f 



WHAT TRUE EDUCATION INVOLVES. 



■^3)--^- ^ 



/^SJ 






• . c 



224 



COMPLETE SHORTHAND MANUAL. 



*\ 









> r 



.JLA- 



__1 






_c£_ 



^ 



u 



VI; K ( \ 



o ^ 



.^_.1_.^__V_Z_. 



1 






A_ 



-ed. 



i 



_^- 



1, 



1 






•v^- 



/ 






^ 



_.^_ 



THIRTIETH LESSON. 



225 



_0__V___-i ____- 






/ * 



/> 



^J> 



) r ) 



\ 






~i 



-N — rf-^ — — 

— t- 



M 



\> 



Lt 



<~t 



-v 



W>~ ^ .. -- . 1 






V 



Ji 



^c 



15 



226 COMPLETE SHORTHAND MANUAL. 

rv 



_3: 



A. 



i^l^ 



.j- 



\ L 



_v_. 



\ 



_w 



ILL 



x 



_X--/j_a :. 



THE USE AND ABUSE OF WEALTH. 



HORACE MANN. 



_:_Z 



A. 



La. 



•-<- 



^L, 



IT— .^_X_^__ 



°Y 






V 



V^ s .VT 



THIRTIETH LESS 227 



X ? VA. V"|_il ^ 

■- - r /f ^ v N 






1_L_ 






_. __ 






y\ ; * -■ v>> 



^ 



Jl _*- _- 1-- — 






228 COMPLETE SHORTHAND MANUAL. 

COMPOSITION FOR THE PRESS. 



-t-4 



-n N " I ( \ *— 

V : 4±L k cH - - ^ *^ \ I n o 



,?. -^rnC. V ctl \sl <? ; J[ JL U^_i\_- 






THIRTIETH LESS 



229 



PERFORM YOUR WORK TO SUIT YOUR 
EMPLOYER. 



S. A. MORAX. 



r "\ V 



r 



J... A A 



_./_ 



J^V 



\ 



.v.. 



2\ 



/ 



-k-. 



\ ( 



) 



.c___A._.r.__(__c_ _/_. ( .__i 



C 



t 



^.J.l_Jw 



J. 



•> 



r* 



.v/ .^.i .:. 



> 



\ 



rV v 






i 



tr 






230 COMPLETE SHORTHAND MANUAL. 






I\. 



A-^- 



b 



V ^ 



7 



_^£ 



.L. 



-)- 



C 



._ v >__. 



,-_V._.v 



WHAT THE OCEAN SAYS. 

O. W. HOLMES. 



c/J__v_JO. 



-^_. 



£L ^___^._ 



/^""b 



' <^ 



1. 



-J— ^ 



A. 



(- 



.C-± 



-^-U^-c- 









f-'-^ 






THIRTIETH LESSON. 23 I 




_V_4_.i._^__>.A_._^:-..:__.^._:_. 



II 



// 



232 COMPLETE SHORTHAND MANUAL. 



WRITING EXERCISES. 

CORRESPONDENCE. 

We have not had settlement of our joint account for 
many months, and we feel that it is for our mutual interests 
to settle accounts periodically at intervals of not more than 
three months. As July marks the middle of the year, we 
would esteem it a favor if you would make us a settlement 
of account to that date as soon as possible. Although the 
account is not large, still, we think, as above stated, that 
it is better to balance the account frequently and to start 
anew, thereby avoiding any possibility of disputes in regard 
to old accounts. / 



We enclose statement to June ist. As you are aware, 
this account is long overdue, and we feel now that we must 
insist on a prompt settlement of the same with interest from 
February 5th. We like to be lenient with our customers, 
and we think you will concede we have been lenient in this 
case. We are obliged to collect our accounts when due, in 
order to be able to pay our own accounts promptly. There- 
fore please let us hear from you at once in regard to the 
matter, with check. 



We have received your letter, and in reply we say that we 
enclose you a contract written out, which is similar to the 
one you sent, and we believe it is a fair one. We always 
try to do the fair thing with everybody, as you will find out 
if you have much to do with us ; and we do not wish to 



WRITING EXERCISES. 233 

take advantage of any one, whether we have a contract or 
not. Please send your copy in just as soon as you can, and 
have it all written out neatly on the typewriter. 



Referring to my letter of late date, permit me to say I 
cannot understand why you did not inform me of the result 
of your negotiations sooner. I can assure you that it has 
placed me in a very embarrassing position. I think the 
gentleman you refer to can aid you. Please call upon him 
and ask him if he can and will do so. If he cannot, please 
advise me at once. If you cannot get his assistance, I think, 
if you can arrange to see Mr. Ferguson, he will co-operate 
with you. 

You did not say whether you had seen Mr. Johnson or 
not. You cannot overestimate the importance of your see- 
ing him at an early day. Please notify me that you have 
seen him and adjusted the matter. If I had known that 
you had not attended to the matter, I should have referred 
it to some other attorney. 

You may write me at the above address. 



I find my business increasing so rapidly that my capital 
is insufficient to meet its requirements, and, as you have 
doubtless noticed, my orders to you for some time back 
have been gradually increasing. I wish to assure you that 
this is simply the result of a healthy increase of business, 
and not of any irregularity or careless extension of it. 

The long credit I am obliged to give, and this inadequacy 
of capital, which prevents me from carrying a sufficient 
stock, naturally places me at a disadvantage in filling orders : 



234 COMPLETE SHORTHAND MANUAL. 

in consequence of which, and trusting that you have every 
confidence in me, I would ask your acceptance of my note 
at 90 days for the amount of your bill, which act of conces- 
sion on your part will assist me materially in meeting my 
obligations. 



Your esteemed favor of the 1st instant has been duly 
received and contents noted. I had expected to make you 
a visit before the first of the year, but matters are in such 
shape that I find it impossible for me to leave here for 
some time. I cannot make any arrangement now until 
things are fixed up in this district, but, when that is done, 
will see what I can do for you. The report of the year's 
work will be issued on the 9th of next month. It will give 
me pleasure to mail you a copy, which you will please 
examine closely before insuring in any other company. 
You will find his company as good as any in the United 
States, and better than most of them in many respects. 



Your agents in Chicago write me that our trucks will be 
shipped this week from the manufacturers in Chicago to 
Lynn for mounting. I wish you would wire me on receipt 
of this letter, stating when you will have them mounted and 
ready to ship. It is very important that I should have defi- 
nite information regarding the shipment one week from next 
Monday, as on that day I have to appear before the city 
council to ask an extension of time allowed me in my fran- 
chise to put more cars on the road. 

To make the headway required by the franchise, I must 
have these cars in order. Hence the importance of having 
such information as will show good faith on my part. 



WRITING EXERCISES. 235 



WHAT TRUE EDUCATION INVOLVES. 

In outlining the essential needs in modern education, a 
writer says : " Schools for the people must emphasize those 
features of an education which will be most helpful to the 
people, which take hold of their daily life to its strengthen- 
ing and its sweetening. First and foremost, in all grades 
of advancement, must come the useful, with enough of the 
ornamental to make the useful attractive. 

" In the proper development of selfhood which looks to 
an increase in means of self- elevation, and which results in 
the elevation of others brought under its influence, the 
school must look to the most prominent needs of the child. 
For persuasion, he needs a control of his own language, an 
understanding of the use and the power of words, a self- poise 
which will ensure a ready and a right utterance at the right 
time, ability to think upon his feet, and a store of knowledge 
upon which to draw at will. For practical power, he needs 
to know of men in their various relations, how men have 
acted under certain conditions, what men have succeeded 
and by what means, how nature's forces may be utilized, in 
what directions he may best use his own physical powers 
through their strengthening and their preservation, how each 
may secure the best results in the application of acquired 
intellectual power to the industries in which he must engage, 
how his sphere of influence may be enlarged through the 
application of the highest moral forces. In this commercial 
age the child must not be left in ignorance of the wide 
world, so narrowed by advance of science as to give pun- 
gency to the adage, ' Nothing human is foreign to me.' 
With this community of interest competition arises, which 



236 COMPLETE SHORTHAND MANUAL. 

will demand the closest calculation, the clearest head, the 
firmest principles, the most thorough knowledge of the 
forces at command and of their most effective use. 

" The man that is to be, therefore, needs a grounding in 
the language of his country, facility in processes of reason- 
ing, familiarity with the forces of nature and the methods of 
their control, knowledge of other peoples, of the course and 
the laws of trade. 

" The child who has been taught to utter tersely and with 
clearness his own thoughts, who has acquired the habit of 
close and critical observation of the common things about 
him, who can control his muscular movements within the 
lines of their highest efficiency, who realizes as he climbs the 
hill of knowledge that his horizon rapidly recedes, and is by 
reason of this made more humble, — the child so taught and 
trained can never be educated out of his sphere in life, but 
will, on the other hand, be educated for it. Enough has 
been said to indicate the fundamental topics in a proper 
course of study. They should be such as to call into exer- 
cise the faculties of sight, speech, and manual skill." 



THE USE AND ABUSE OF WEALTH. 

HORACE MANN. 

Now, I wage no war against wealth. I taint it with no 
vilifying breath. Wealth, so far as it consists in comfortable 
shelter and food and raiment for all mankind, in competence 
for every bodily want, and in abundance for every mental 
and spiritual need, is also valuable, — so precious, that if 
any earthly object could be worthy of idolatry, this might 
best be the idol. Wealth, as the means of refinement and 



WRITING EXERCISES. 237 

embellishment, of education and culture, not only universal 
in its comprehension, but elevated in its character ; wealth, 
as the means of perfecting the arts and advancing the sci- 
ences, of discovering and diffusing truth, is a blessing we 
cannot adequately appreciate ; and God seems to have pro- 
nounced it to be so when he made the earth and all the 
fulness thereof — the elements, the land and sea, and all 
that in them is — convertible into it. But wealth as the 
means of an idle or a voluptuous life, wealth as the fosterer 
of pride and the petrifier of the human heart, wealth as 
the iron rod with which to beat the poor into submission 
to its will, is all the curses of Pandora concentrated into 
one. It is not more true that money represents all values 
than that it represents all vices. 



COMPOSITION FOR THE PRESS. 

A person desirous of entering into journalism should care- 
fully educate himself, by private practice, for some special 
department in the same. He should accustom himself to 
ready thought, ready decision, and ready expression. This 
can be attained, but only after long and patient practice. 

Each of his private attempts should be written with as 
much care as if it were designed for immediate publication 
in a journal whose readers are all critics. This course may 
be objected to, as calling for the exercise of too great 
patience, application, and study ; but it should be remem- 
bered that, in this age of abundant talent, eminence in any 
one literary department is to be won only by unusual effort ; 
but perseverance, invincible determination to win, with suf- 
ficient amount of practice, oftener wins than loses. 



238 COMPLETE SHORTHAND MANUAL. 

PERFORM YOUR WORK TO SUIT YOUR 
EMPLOYER. 

S. A. MORAN. 

Your employer pays you for your services, and they should 
therefore be rendered in a way agreeable to his wishes. Too 
often beginners are informed, soon after taking a position, 
that their services are no longer required, simply because 
they have persisted in doing things as they themselves 
thought best, when they were well aware that their em- 
ployer had been in the habit of doing or having the same 
things done in another way. Although you may be sure 
that your methods are better, if he does not think so that 
should end the matter. 

In most matters relating to the shorthand part of the 
business, employers leave all to the management of their 
amanuenses. They do, however, generally have some regu- 
lar forms which they have followed for years ; as, for exam- 
ple, they have a certain plan of filing away their letters, 
and do not wish to disarrange their business by changing, 
even though some new plan might be a little better. The 
amanuensis should be perfectly willing to adapt himself to 
such arrangement. In case no particular forms have been 
made use of, and the employer is willing that the reporter 
introduce plans of his own, there can be no objection to 
his doing so. 



WHAT THE OCEAN SAYS. 

O. W. HOLMES. 

The ocean says to dwellers on its shores : You are neither 
welcome nor unwelcome. I do not trouble myself with the 



PHRASING. 239 

living tribes that come down to my waters. I have my own 
people, an older race than yours, that grow to mightier 
dimensions than your mastodons and elephants ; more nu- 
merous than all the swarms that fill the air or move over 
the thin crust of the earth. 

Who are you that build your gay palaces on my margin? 
I see your white faces as I saw the dark faces of the tribes 
that came before you, — as I shall look upon the unknown 
family of human kind that will come after you. And what 
is your whole family but a parenthesis in a single page of 
my history ! The raindrops stereotyped themselves on my 
beaches before a living creature left his footprints there. 
This horseshoe crab I fling at your feet is of older lineage 
than your Adam, — unless, perhaps, you count your Adam 
as one of his descendants. 



PHRASING. 



BATES TORREY. 



Phrasing in shorthand occupies a unique position, and 
sometimes a debatable one. Some stenographers will 
employ it, others will not ; one can, another cannot. The 
remove is a wide one from the practice of the writer who 
declared that " Where-do-you-reside ? " was the extent of 
his phrasing up to the complicated tangles of the enthusiast. 
Yet there is a middle course which may be discreetly taken. 

But what are phrases? Parts of sentences. What are 
sentences? Coherent language. Are phrases coherent? 
They should be to become legitimate material for short- 
hand writing. 



240 COMPLETE SHORTHAND MANUAL. 

In spoken language there occur groups of words which 
combine as the result of vocal effort, — which are run 
together, as it were, in a rhetorical confluence of sound. 
It goes without saying that in their spoken quality these 
are in harmony with syntactical requirement, and if the 
composite outline made for them has a fluent form, then 
an acceptable shorthand phrase is the consequence. 

The advantages of the phrase are in the saving of the pen 
liftings and in bringing the thought to a visible focus. A 
knowledge of the context always assists the reader. The 
phrase outline is a striking illustration of this idea ; it not 
only presents the form together, but in a most helpful 
juxtaposition. 

Almost any combination of words of related meaning, and 
possessing a certain completeness by themselves, may be 
phrased ; though this is not equivalent to saying they should 
be. Far from it. The exigencies of speed have a bearing 
on the question ; mechanical difficulties supervene ; the 
temperament of the writer must be considered. Therefore 
the following deductions may be made : — 

i. Never phrase what is not a phrase; that is, never 
combine outlines of words that have no mutual dependence. 
Which is not far from saying, never phrase over a mark of 
punctuation or rhetorical pause in speech. 

2. The best material for the composition of the phrase is 
to make it of word-signs only. The next best is to begin 
with a word- sign ; and in no event should a phrase consist 
of unfamiliar outlines. 

3. The first word of the phrase should be in its correct 
position, for a guide to reading. Rare exceptions are where 
another member of the phrase [generally a word-sign] de- 



PHRASING. 241 

pends on position for its distinctive meaning ; as AU-those, 
In-as-much, We-should-say, On-account-of. 

4. Refrain from extending phrase- forms very much below 
the line, and always make them amenable to the rules for 
fluent outline formation. 

5. Avoid a radical change of the original outline in 
order to write a fluent phrase. Do not break into estab- 
lished forms, which are mental property that should not 
be disturbed. 

Like the alleged impromptu speech, the shorthand phrase 
must commonly be prepared beforehand. It can rarely be 
spontaneous, and never so by the inexperienced writer \ it 
must be cultivated by the beginner, or else wholly neglected 
until it shall appear of itself in the work of the proficient. 

The vital question is when to begin. So many forget to 
phrase in the excitement of rapid writing, we are inclined 
to the opinion that the acquirement can just as well be post- 
poned until considerable facility of writing detached forms 
has been gained. Then take up phrasing as a distinct 
feature, and carry it forward logically from a beginning of 
simplicity to forms of limited complication, — not forgetting 
to stop within a conservative limit of possibility. 

6. Phrase-writing should be a development from profi- 
ciency ; it should come last in the steps toward shorthand 
perfection, and be cultivated in obedience to the foregoing 
rules and reflections. 

Finally, be simple in phrasing. The following are quite 
the reverse of simple : That-you-will-also-render-his-stay, 
Unless-there- exist-other- reasons, Art-of-writing-a-good-let- 
ter, In- reply- we- would- say- that- the. 

It were better not to phrase at all than labor to the ex- 
tent of turning the thought from more legitimate endeavor. 

16 



242 COMPLETE SHORTHAND MANUAL. 

Let the limit be the natural phrase, like We-do-not, In- 
answer, If-it-is-not, Not-only, For-instance, Would-not-have, 
Dear-sir, Yours-respectfully, Of-course, We-are-in-receipt. 

If extremes of phrasing were likely to result from a limited 
indulgence in it, we should say, Phrase not at all ; but if 
discreetly managed, the simple, familiar, unaltered phrase, 
employed as naturally as any shorthand material, can be 
made of much practical assistance. 

Therefore be conservative in phrasing, as well as simple, 
remembering always that speed and legibility make demands 
in shorthand writing which are superior to every other 
consideration. 



SYLLABICATION. 



BATES TORREY. 



The simplest statement of what syllabic shorthand should 
be is, that it should exhibit a stroke for each syllable of the 
word. 

This calls for definitions. A stroke is a consonant stem, 
with or without circle, loop, or hook appendages, or halving 
or lengthening modifications. 

The familiar conception of a syllable is the conventional 
division of a word into certain parts. This may be termed 
written syllabication. But in shorthand there is another 
notion of the syllable, namely, the combination of sounds 
given by a single vocal impulse. This is a spoken syllable. 
The one is structural, depending upon a juxtaposition of the 
letters in spelling, which are divided according to ortho- 
graphic rules ; the other voices the natural rhythm of sounds 
which constitute language. 



SYLLABICATION. 243 

For the purpose of fluent shorthand writing both the 
written and the spoke?i syllabication are followed, but the 
use of the former is by far the most frequent. 

If a consistent plan could be pursued, it were far better 
to have one guide, and the written syllabication, in order 
that a distinctive feature of the language be maintained. 
The words flagrant, purity, disobey, fire?nan, policy, drud- 
gery, paltry, employ, distaste, and thousands of others, are 
an exact rescript of the orthographic syllable. In fact, out 
of a large number of words examined, less than one per 
cent were found to require a different rendering. 

Yet it will naturally be inferred that among the enormous 
number of stenographic combinations instances will occa- 
sionally occur where the written syllable cannot be con- 
veniently represented, or, perhaps, another form may be 
slightly preferable, looking to ease of writing. For example : 

Written Syllabication. Spoken. 

Pro-nounce Pron-ounce 

Lon-don Lond-on 

Be-tween Bet-ween 

Prov-i-dence Provid-ence 

Pre-fer Pref-er 

Gar-den Gard-en 

Pro-tect Prot-ect 

The first column above illustrates the natural impulse of 
the writer who understands English and the theory of short- 
hand; the alternative forms represent the yielding to the 
demands of a fluent procedure, to wit: (1) good angles, 
(2) cursive direction, (3) distinguishable outlines, (4) a 
condensed form. 

The final effect is not wholly bad, as it is a very good 



244 COMPLETE SHORTHAND MANUAL. 

counterfeit of spoken language ; yet the conclusion is a 
forced one. It is the unexpected that happens ; therefore 
the second outlines are for the most part more difficult to read. 

The prime feature of syllable shorthand is its legibility. 
This goes almost without saying; for if a stroke is made 
for a syllable, and the vowels cannot be applied to the 
■appendages [circles, hooks, etc.], but solely to the stroke, 
the vowels are therefore strongly implied, and the superficial 
outline spells the word. 

The writing of syllable shorthand should not be acci- 
dental. The student should have such knowledge of words 
and their elements that he can designedly make his outlines 
to conform thereto. The advantages of this method of 
procedure are manifold, and not the least of them is the 
positive intellectual satisfaction it gives. 



PEN vs. PENCIL. 

BATES TORREY. 

Pen notes are far superior to pencil in point of legibility, 
and the beginner attains to a degree of artistic skill in short- 
hand writing by use of the pen much more quickly than 
otherwise. 

The reason is that the contrasts between light-line and 
shaded strokes are sharper, and angles made more distinct ; 
and all this with less effort, because the springy action of 
the pen point lessens the fatigue of writing. Since the 
invention of fountain pens of absolute reliability [as regards 
ink feed] the sentiment in favor of pen notes has constantly 
grown in strength. 

The beginner derives an immediate advantage from the 



WHAT TO DO. 245 

use of the pen ; but the experienced writer, changing from 
one to the other, encounters a little difficulty at firs 
it is merely transient. It is admitted that the pencil can be 
guided freely in any and every direction ; but there is a 
certain smoothness about its action which blunts the hand 
to an appreciation of line work in chirography. 

On the other hand, when the pen is adopted, it will be 
found that it cannot be pushed conveniently h 'Erec- 

tions. Some characters will at first be awkward, conspicu- 
ously the shaded strokes Gay, Emp, and / :erefore a 
suppleness of manual action will have to be cultivated, as 
the writing instrument must needs be turned in the fingers 
as the characters are made. This will be done by move- 
ments of the thumb, fingers, hand, and wrist. 

While it is possible to hold the pencil for shorthand 
writing much the same as in longhand, wherein all the 
slants are in one direction, and the pen handle can point 
properly toward the writer, in shorthand the situation is 
slightly different, and better results will follow if the pen 
handle points outward from the shoulder somewhat, and 
the pen is drawn rather than pushed. 

Pen notes can be made more condensed, as they endure 
better when filed away. The majority of expert stenog- 
raphers nowadays use the pen ; the beginner should write 
with nothing else. 



WHAT TO DO. 

After the learner has mastered all the principles, can write 
and read all the exercises in the Manual at a fair speed, and 
commenced to learn the reporting word- signs, he will natu- 
rally ask the question, "What am I to do now? " If he is 



246 COMPLETE SHORTHAND MANUAL. 

under the instruction of a competent teacher, it is quite 
likely the question will not be asked, as he will have been 
directed from the first as to the method of practice that 
will most surely and quickly lead to the degree of profi- 
ciency to be attained. 

When you begin to take new matter and practice for speed, 
you should be governed by the following suggestions : — 

(a) Write, from dictation, for five consecutive minutes. 
Do not stop to decide as to the best outline at the time of 
writing, but write the first one which comes to your mind. 

(&) At the end of five minutes immediately read aloud 
your notes, and at the same time correct, in your notes, any 
incorrect forms. This is the time when you should test your 
shorthand knowledge. 

(c) Write, read, and correct the same matter until you 
can write it at the rate of one hundred words a minute, and 
read your notes with absolute accuracy. Then take new 
matter and proceed as before. 

(d) If you intend to become a verbatim reporter, then 
you should attain a speed of 150 or 175 words a minute 
before discontinuing the practice. After a few days let the 
time of dictation be increased to ten minutes, then fifteen, 
twenty, twenty-five or more, following the same method as 
outlined above until you can write new matter, the first time, 
at the rate of speed you desire to attain, whether it be 100, 
150, or 175 words a minute, and read the notes so written, 
fluently and accurately. 

For amanuensis' work a fair rate of speed is 100 words a 
minute ; but the ambitious learner will not be satisfied with 
less than 120, and will continue his practice daily until that 
speed is reached, and proficiency is attained in reading his 
notes without hesitation. For all doubtful outlines the 
learner should refer to "Day's Shorthand Dictionary." 



RULES. 247 

RULES. 

FOR ASCERTAINING THE TIME REQUIRED TO WRITE 
AXY NUMBER OF WORDS AT THE RATE OF FIFTY 
AND MORE WORDS PER MINUTE. 

At 50 words per minute, multiply the number of words 
by 1.2 and divide by 60. 

At 60 words per minute, divide the number of words 
by 60. 

At 75 words per minute, multiply the number of words 
by .8 and divide by 60. 

At 80 words per minute, multiply the number of words 
by .75 and divide by 60. 

At 90 words per minute, multiply the number of words 
by § and divide by 60. 

At 100 words per minute, multiply the number of words 
by .6 and divide by 60. 

At 120 words per minute, multiply the number of words 
by .5 and divide by 60. 

At 140 words per minute, multiply the number of words 
by I and divide by 60. 

At 150 words per minute, multiply the number of words 
by .4 and divide by 60. 

At 160 words per minute, multiply the number of words 
by .375 and divide by 60. 

At 180 words per minute, multiply the number of words 
by J and divide by 60. 

200 words per minute, multiply the number of words 
by .3 and divide by 60. 

In dividing by 60 do not carry the quotient into a deci- 
mal. The quotient will be the number of minutes, the 
remainder the number of seconds. 



248 COMPLETE SHORTHAND MANUAL. 

AUXILIARY BOOKS, ETC. 

The Manual presents all the principles of shorthand, 
which, if thoroughly understood and put into sufficient 
practice, will enable the learner to keep pace with the 
fastest speaker. In addition, however, to the instruction 
contained in the Manual, and to materially assist the learner 
in mastering the art, we make the following suggestions as 
to books, etc. 

Day's " Shorthand Copy Book " should be in the hands 
of the learner as soon as he begins the study of the Manual ; 
it is almost indispensable. It is a large book of nearly one 
hundred pages, size of each page 8 X 10 inches, with words 
and sentences for practice, all printed on extra heavy and 
fine paper, with broad-spaced blank lines ready for writing. 
The contents embrace practice on all the elements and 
principles of shorthand, continuing by easy stages to actual 
letter writing and other advanced practice. It is the most 
complete practice book for shorthand students ever placed 
before the student or teacher. 

Day's Copy Slip Holder, an invention of the author, 
enables the learner to master the alphabet and word- signs 
in less than one half the time required by the old method. 
The formation of correct outlines, the application of the 
principles in writing, and an unlimited amount of practice, 
without the assistance of a reader, are now secured. The 
learning of the word-signs, which has heretofore been con- 
sidered an unwelcome task, has been made, by the use of 
the Copy Slip Holder, a pleasant pastime. 

Day's " Shorthand Manual" is practically what its term 
signifies, a "manual." It tells the pupil just what to do, 
and how to do it. If every text-book were its own instruc- 



AUXILIARY BOOKS, ETC. 249 

tor, — teacher, — there would be no need of schools or col- 
leges. Text-books, from their very nature, leave out the 
familiar "talks "of the instructor, — his instruction, so to 
speak, — and the " Manual " is the first attempt to present 
lesson helps that will practically take the place of oral 
instruction. 

When you begin the study of shorthand do not change 
systems. Be slow to adopt or make use of principles which 
claim to increase speed or legibility. The principles pre- 
sented in the Manual are all that you will ever need to do 
any kind of shorthand work, whether as amanuensis, or law 
or general reporter. The nearer you follow the principles 
presented in the system you have learned, the better writer 
you will make, and the more satisfactory will be the result 
of their application in all kinds of reporting. 

Eaton's " One Hundred Lessons in Business " is an excel- 
lent work for the amanuensis, giving, as it does, directions 
for the use of capital letters, proper arrangement of business 
letters, addressing of envelopes, business advice, how to 
speak and write correctly, hints and helps for corresponding 
clerks, etc. 

Be sure to take one or more shorthand magazines ; there 
are several, and every number contains something of inter- 
est. You should not think of being without your shorthand 
magazine any more than the lawyer, physician, clergyman, 
mechanic, or farmer would think of being without a paper 
or magazine devoted to his interests. No student can afford 
to be deprived of the aid furnished by the regular visitation 
of one or more shorthand periodicals. 



25O COMPLETE SHORTHAND MANUAL. 

CONCLUSION. 

In order to "get up speed " in shorthand there is needed 
practice, practice, practice • remember, it is better to write 
one article one hundred times than to write one hundred 
articles once. Shorthand is of no practical use until it can 
be written at a fair rate of speed ; and no less essential is the 
ability to read whatever is written in shorthand characters 
as readily as if the matter had been written in longhand. 
When the learner can write from one hundred to one hun- 
dred and twenty words a minute, new matter, correctly read 
and properly transcribe his notes, he can announce himself 
as a first-class amanuensis. 

A parting word to the learner is this : Don't get dis- 
couraged ; don't get the impression that you can master a 
profession as valuable as shorthand in a few weeks; it 
requires patience and perseverance ; and so does every art 
in the practice of which men earn their daily bread ; and 
shorthand is no exception to this general rule. Whatever 
department of shorthand you intend to enter, whether as 
an amanuensis, or law, sermon, or general reporter, resolve 
to stand at the head of your profession. 




.... ;. ,■ . .:..-.. 

. ... • • •••;> . 







